Instructional strategies for using video in teacher education

Seidel, Tina; Blomberg, Geraldine; Renkl, Alexander

doi:10.1016/j.tate.2013.03.004

Cited by 205 publications

(132 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They also facilitate understanding of the complexity of teaching (Koc et al, 2009), boost motivation and self-efficacy (Herbst et al, 2013;Sancar-Tokmak, 2013), and help connect theory to practice (Hatch et al, 2016). Video-vignettes can be re-watched and are therefore a good basis to reflect from multiple perspectives (Seidel et al, 2013). They facilitate collaboration between student teachers, and between student teachers and teacher educators (Hess, 2004;Sherin, 2004).…”

Section: Video-vignettes To Develop Feedback Competencementioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

show abstract

Section: Video-vignettes To Develop Feedback Competencementioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Holmes et al (2013) found that teachers were positive about the merits of YouTube-like short-clips in their teaching practice. More importantly, in an experimental study amongst 56 pre-service teachers, Seidel et al (2013) found that videos can provide teachers with effective acquisition of factual and conceptual knowledge, such as performing an educational task. At the same time, watching a three-minute video in order to complete a task might be less effective than quickly searching the help function and seeking a relevant written explanation.…”

Section: Design Of Self-support Materialsmentioning

confidence: 99%

“…The two conditions differed in the type of support that a participant could obtain. These different approaches were selected because research (Holmes, Clark, Burt, & Rienties, 2013;Mayer, 2003;Moreno & Mayer, 2007;Seidel, Blomberg, & Renkl, 2013) indicated that the type of online support (text-based, video) may impact how teachers are able to cope and work with new technology. In the experimental condition, videos or screencasts demonstrating how to undertake a particular task in the VLE were available for teachers to watch if they needed help to perform a task.…”

Section: Introductionmentioning

confidence: 99%

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Rienties

Giesbers

Lygo‐Baker

et al. 2014

Interactive Learning Environments

105

View full text Add to dashboard Cite

After a decade of Virtual Learning Environments (VLE) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most Technology Acceptance (TAM) research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.

show abstract

“…Furthermore, the outcomes of teacher education programs are monitored by formative and summative evaluation (Cochran-Smith and Zeichner 2005). Thereby, it is of importance to be able to rely on suitable indicators for the kind of knowledge acquisition as described above (Seidel et al 2013), which requires indicators that go beyond self-reports or traditional paper-pencil assessment (Blömeke et al 2015). As Sherin et al (2011) note, focusing on teacher professional vision may prove to be such a suitable indicator.…”

Section: Introductionmentioning

confidence: 99%

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

2016

Self Cite

View full text Add to dashboard Cite

The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of theoretical knowledge on effective instruction, and learning with video supports preservice teachers' development in the three skills. However, the long-term effects taking into account intra-individual differences remain unexplored when it comes to tracking preservice teachers' changes within teacher education programs that combine all three components. In this study, we investigate whether intra-individual differences between preservice teachers' professional vision occur in an innovative teacher education program (integrating theory and practice), whether these differences result in different changes, and whether the attendance in the program leads to similar individual developments in preservice teachers' professional vision. Data of N = 64 preservice teachers' reasoning skills were measured with the Observer Research Tool at four measurement points and analyzed using multilevel analysis. The results showed a linear growth in all three skills in the course of the program. Furthermore, preservice teachers systematically differ in their entry levels as well as change rates in professional vision.

show abstract

Instructional strategies for using video in teacher education

Cited by 205 publications

References 43 publications

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

Contact Info

Product

Resources

About