How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video

Blomberg, Geraldine; Stürmer, Kathleen; Seidel, Tina

doi:10.1016/j.tate.2011.04.008

Cited by 165 publications

(102 citation statements)

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“…There is no other way to capture the 5 Studies on noticing generally do not refer to explicitness. The exception is (Blomberg, Stürmer, & Seidel, 2011) in which the authors rated clips according to "how difficult they were to evaluate, with some clips portraying aspects of teaching and learning more explicitly observable than other clips" (p. 1134). ability to notice than through records of what students say or write.…”

Section: Methodsologymentioning

confidence: 99%

“…(p. 129) The expert analysis was used as a measure for assessing the participants' ability to notice. In the study of Blomberg, Stürmer and Seidel (2011), experts prepared items for rating all video clips together with an expert norm value system. Participants' responses were compared and assigned a value of either 1 (match with the expert norm) or 0 (no match with the expert norm).…”

Section: Expert Analyses In Research On Noticingmentioning

confidence: 99%

“…It has been shown that perceived authenticity of the video material has an impact on reflections (Blomberg, Stürmer, & Seidel, 2011). d) are reasonably rich in generic and subject-specific content (Blomberg, Stürmer, & Seidel, 2011) so as to ensure that they would offer a solid base 10 for our study (there is quite a number of events to be noticed), e) depict MS aspects of teaching in a clear way, that is, they are easily observable. From the five lessons selected by the doctoral students, we chose three which do not present any particular topic covered in depth by one mathematics education course or another as we did not want to use the lessons as a direct extension of the students' course session experience.…”

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confidence: 99%

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Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Vondrová¹,

Žalská²

2018

Orbis Scholae

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Abstract:The aim of this paper is to a) shed light on the nature of student teachers' noticing of mathematics specific phenomena as observed in a video recorded lesson and to b) compare this nature for student teachers at the beginning of their master studies at the university and those at its end. Our study is based on a thorough examination of student teachers' written analyses (n = 169) of video recorded lessons. We capture the qualities of these in terms of the author-defined notion of mathematics specific (or MS) phenomena by a) matching the students' comments against what we view as important issues in the lessons, and b) developing a framework to further characterise the nature of the observations. Both qualitative and quantitative results corroborate the findings of earlier research on pre-service teachers' lesson analyses in that they pay limited attention to content in the lesson observed. Moreover, it transpires that students tend to notice MS phenomena which are not identified as important by experts and that the demonstrated ability to notice MS phenomena does not show significant differences for students in two distinct stages of a teacher preparation programme.

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Section: Methodsologymentioning

confidence: 99%

Section: Expert Analyses In Research On Noticingmentioning

confidence: 99%

mentioning

confidence: 99%

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Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Vondrová¹,

Žalská²

2018

Orbis Scholae

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“…Die Anwendung der zugrunde liegenden Theorie zur PU ist offensichtlich unabhängig vom didaktischen Vorwissen sowie vom Fachwissen der Studierenden. Dies stimmt mit den Ergebnissen von Blomberg et al (2011) überein. Sie konnte zeigen, dass die PU verstärkt abhängig vom pädagogischen Wissen über Theorien zum Lehren und Lernen ist, und nicht vom domänenspezifischen Wissen der Studierenden.…”

Section: Vergleich Der Pre-testsunclassified

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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ZusammenfassungDer Übergang vom der ersten Phase der Lehramtsausbildung ins Referendariat wird häufig mit dem Begriff "Praxisschock" verbunden. Viele Studierende und Referendare fühlen sich unzureichend auf den Unterricht in der Schule vorbereitet. Sie fordern deshalb eine stärkere Verzahnung von Theorie und Praxis, also eine Anwendung der erlernten Theorien in "echten" Praxisphasen auch schon in der ersten Phase der Lehramtsausbildung.Das Lehr-Lern-Labor Seminar der Universität Würzburg kann dazu beitragen, diese Verbindung von Theorie und Praxis herzustellen. Grundlegend sollen die Studierenden in diesem Seminar ihr fachliches, didaktisches und pädagogisches (Vor-) AbstractThe transition from the first phase of the teacher education at the university to the two-year teacher training at school is often associated with the term "reality shock". Many pre-service and in-service teachers feel inadequately prepared for teaching in schools. Therefore, there is an increasing call for a stronger connection of theory and practice. More precisely, pre-service teachers and educators demand an application of the theoretical knowledge in real practice situations already during education at the university.The Student-Lab seminar at the University of Würzburg can contribute to the connection of theory and practice. In this seminar, the participating pre-service teachers should use their content, didactical and pedagogical knowledge to create experimental stations for students on a given topic based on the Bavarian curriculum. Following, the pre-service teachers teach students on microteaching settings at the experimental stations. After every run, the preservice teachers will reflect their teaching peer to peer and with the instructors. According to an iterative practice, there is an ongoing change of practice, reflection and improvement of the stations and the teaching.The connection of theory and practice is strongly related to professional vision. Professional vision describes the ability of a teacher to notice relevant teaching situations and to provide proper reasoning based on theoretical background. It links theoretical knowledge to specific teaching situations and serves as a connection between dispositions and performance, which can be learned during reflection.Due to the iterative reflections of their own teaching and the teaching of fellow students, the Student-Lab seminar could be a promising learning environment for the development of preservice teachers' professional vision. Therefore, the fundamental research questions are as follows: Is it possible to foster the pre-service teachers' professional vision in the Student-Lab seminar? Furthermore, is there an additional effect due to newly integrated video analysis of their own and their fellows' teaching in the Student-Lab? There is also an interest in the influence of individual characteristics on the development of professional vision.Another interest concerns the relation between the pre-service teachers' content knowledge, didactical knowledge and their prof...

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“…Les vidéos peuvent présenter des enseignants tels que des stagiaires (Mc Cullagh, 2010 ;Wu et Kao, 2008) ou des débutants (Ria, 2010), des experts ou des enseignants expérimentés inconnus (Blomberg, Stürmer et Seidel, 2011 ;Zhang, Lunderberg, Koehler et Eberhardt, 2011) ou connus (Van Es et Sherin, 2010 ;Zhang et al, 2011) des participants.…”

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Usages de la vidéo dans le contexte sherbrookois de la formation en ligne à l’enseignement

Meyer¹,

Bourque²

2016

trema

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How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video

Cited by 165 publications

References 30 publications

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Ability to Notice Mathematics Specific Phenomena: What Exactly Do Student Teachers Attend to?

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Usages de la vidéo dans le contexte sherbrookois de la formation en ligne à l’enseignement

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