Examining online video-based professional development for music teachers

Chua, Siew Ling; Tan, Leonard

doi:10.1080/14613808.2021.1977786

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…Trends in ECE are also consistent with Marsh and Mitchell (2014), who concluded that gains in teachers’ subject matter knowledge and child outcomes had not been sufficiently documented. Studies centred on a wider range of potential outcomes — including knowledge about students (Chua & Tan, 2021), subject matter content knowledge (Teixidor-i-Bigas et al, 2013), teacher identity, beliefs and/or confidence (Pellegrino, 2015) and child outcomes (Roth et al, 2011) — are therefore needed in the ECE field.…”

Section: Discussionmentioning

confidence: 99%

“…Las tendencias en Educación Infantil también son coherentes con el estudio de Marsh y Mitchell (2014), en el que se concluyó que no se habían documentado suficientemente los beneficios en el conocimiento disciplinar del profesorado y en los resultados de los alumnos. Por tanto, es necesario llevar a cabo estudios centrados en un rango más amplio de resultados posibles en Infantil, entre los que se incluyen el conocimiento de los alumnos (Chua & Tan, 2021), los conocimientos disciplinares (Teixidor-i-Bigas et al, 2013), la identidad, creencias y/o confianza del docente (Pellegrino, 2015) y el rendimiento de los alumnos (Roth et al, 2011).…”

Section: Discussionunclassified

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Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

Bautista

Lee

et al. 2022

Culture and Education

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We reviewed the empirical research literature in which videos of classroom practice had been used to foster the learning of pre-service and/or in-service early childhood education (ECE) teachers. The first goal was to identify research trends and gaps to inform the work of ECE researchers. Most studies have been conducted with in-service teachers within professional development programmes and stand-alone projects. No research has investigated how ECE teachers’ learning is affected by the situation type featured in videos, the teachers showcased, the length of videos or the age of the children videotaped. The field needs more large-scale studies focusing on the impact of specific video-related variables and conducted in diverse learning settings. The second goal was to illustrate diverse ways in which classroom videos have been used to foster ECE teachers’ learning. Key studies showcasing effective approaches are presented. The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE, thereby contributing to raising ECE teachers’ awareness of their learning ecologies.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionunclassified

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

Bautista

Lee

et al. 2022

Culture and Education

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show abstract

“…An example is an experiment conducted in Singapore, which showed that video-based learning contributes to the development of cognitive abilities through the activation of all cognitive processes -imagination, perception, thinking, reproduction, fantasy, etc. (CHUA and TAN, 2021). Also, in Saudi Arabia, the possibilities of using augmented reality technology in music education were explored, and a program was developed to prepare teachers and students for this (ALSADOON and ALHUSSAIN, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Technologies in Music Education: The Case of Chinese Students

Wan

2022

Hodie

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The study purpose is to analyze the digital technologies impact on the motivation of Chinese students and the development of their professional competencies in the study of music. The results show that the respondents majority confirmed the use of traditional music education methods in their educational institutions. The experiment results showed the need to develop a training program that involves digital technologies in order to increase motivation for music training and the development of professional competencies. The practical value of the results is explained by the need to implement a training program involving the digital technologies use in music education.

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“…At the same time, they began to focus on the leading and guiding role of expert teachers' "practical wisdom" and the collaborative construction of knowledge in the teacher community, forming an expert-constructed video learning model for teacher communities, which have become an important turning point in teacher education and pedagogical research. The use of videos in pedagogical research and for teacher education has also been documented by scholars (Ling & Leonard, 2021) which demonstrates video, could develop teacher thinking. (Sherin & Han, 2004) documented how the use of videos accompanying microteaching and lesson analysis which focus on how teachers behave, think and reflect.…”

Section: Introductionmentioning

confidence: 96%

Teacher Video Learning Research Overview and Insights

Xu,

Jin,

Chen

2023

JSS

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Under the dual development of technology application and theoretical research, studies on teacher video learning have become increasingly mature with corresponding theoretical reserves and application experiences. Based on 59 studies on teacher video learning, this paper summarizes four types of videos in teacher video learning: focused video, integrated video, scripted/analog video, and 360˚ panoramic video. Then, it summarizes three types of video applications in teacher video learning: video-based focused instructional investigation, virtual instructional practice, and video-based facilitated instructional coaching. On this basis, three inspirations for teachers' video learning are summarized: vision guidance: "lens" layout and "angle" setting, practice approximation: "virtual" and "simulated" field creation, and facilitation: "focus" maintenance and "atmosphere" construction.

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Examining online video-based professional development for music teachers

Cited by 6 publications

References 23 publications

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

Digital Technologies in Music Education: The Case of Chinese Students

Teacher Video Learning Research Overview and Insights

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