Perceptions of the Pre-service Teachers about Video based Classroom Discussions

Abstract

Video based instruction is very popular instructional technology and can be used in different disciplines. According to the different objectives of lessons or nature of the discipline, the integration of the video into lessons is also varying. In some lessons, video can be used not only as an instructional tool for supporting lesson with different activities but also as a discussion tool for facilitating interaction and communication among students, teachers and video films. This study aims to examine the pre-service teachers' perceptions about video based classroom discussions. The participants of this study were thirty five senior class students of the education faculty, from department of Early Childhood Education Program (ECE) at a private university. After eight week video based discussion process, pre-service teachers were posed six open-ended questions to evaluate the effectiveness of the video based discussion method. The qualitative data were analyzed through the content analysis.

Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective

“…Hew & Cheung (2013) mention that audio-based discussions and text-based discussions will be realized differently based on the comfortable levels of participants towards the medium. Teacher Educators can encourage video-based discussions and make a provision for different learning styles of student teachers (Kalelioglu & Tekmen, 2012). It is important for teacher educators to study the motivational levels of pre-service teachers and in-service teachers regarding their participation in online discussions which help in understanding the efficient use of online discussion forums (Assaf, 2005).…”

Gaining insight into teaching profession by using film: a preservice teachers’ experience

“…In their study, Kalelioglu and Tekmen (2012) examined the perceptions of thirty five senior class pre-service teachers about eight week video based classroom discussions. The experience helped the students to developed their self-evaluation ability, to criticize, to easily realize the wrong behavior, to have a multiple faceted perspective, to bridge theory and practice, etc.…”

“…The experience helped the students to developed their self-evaluation ability, to criticize, to easily realize the wrong behavior, to have a multiple faceted perspective, to bridge theory and practice, etc. [4]. Popular movies such as Dangerous Minds, Stand and Deliver, and 187 have been seen as valuable resources to promote reflection of preservice teachers about learning and teaching, diversity, and working in educational communities in another study, conducted by Grant [5].…”