The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

Barth, Victoria L.; Piwowar, Valentina; Kumschick, Irina Rosa; Ophardt, Diemut; Thiel, Felicitas

doi:10.1016/j.ijer.2019.03.002

Cited by 29 publications

(35 citation statements)

References 56 publications

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“…is significant use of YouTube highlights the importance of video as a resource and reference among prospective teachers. ese results confirm the prominent position given to video in teacher training in the studies [33][34][35][36], where trainers used video to resolve misunderstandings and misinterpretations among novice teachers. With regard to WhatsApp and YouTube, we notice among prospective teachers a poor use of Facebook when preparing content.…”

Section: E Use Of Social Networksupporting

confidence: 77%

Characterizing the Digital Culture of Prospective Primary School Teachers

Ou-sekou

Kaddari

Zaid

2021

Education Research International

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This article aims at characterizing the digital culture of prospective Moroccan primary school teachers during their training. The study was conducted as a survey on a sample of prospective primary school teachers from Morocco. A descriptive frequency analysis was performed using SPSS. The results show that this digital culture is rooted more considerably in their personal use of different technological tools or resources. The article analyzes the resources of digital culture through the objectives of digital practices of prospective teachers and the motivations underlying their choice of a specific digital tool and practice. The digital practices of prospective teachers are marked by frequent use of social networks and a low tendency to make use of institutional platforms and their trainers’ blogs. The analysis highlights the nature of the environments, services, and digital resources manipulated by prospective teachers during their training. It also sheds light on the role of this digital culture in the content preparation activities of these potential teachers, as well as the resources produced by them and by their trainers. The preparation of pedagogical content often makes use of social network tools, while educational tools are in average use. Finally, the results show that these exchanges are dominated by WhatsApp, Google Drive, and e-mail; however, the use of the WhatsApp application is more prevalent when interacting with trainers.

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Section: E Use Of Social Networksupporting

confidence: 77%

Characterizing the Digital Culture of Prospective Primary School Teachers

Ou-sekou

Kaddari

Zaid

2021

Education Research International

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“…Any differences in knowledge-based reasoning in the present study are contingent on the static, two-dimensional material used and should only cautiously be generalized to other material. Future studies can aim to test differences for dynamic and/or three-dimensional representations of classroom situations such as video (Stürmer et al, 2016;Barth et al, 2019;Gegenfurtner et al, 2019;Walsh et al, 2020) as watching video tapes of real-classroom teaching will be more authentic. Second, this study used verbal data as indicators of the reasoning processes description, explanation, and prediction (Carter et al, 1988;Seidel and Stürmer, 2014;Schäfer and Seidel, 2015)-although it is understood that teachers' ability to verbally express their views is not the same as the ability to apply the knowledge appropriately in the classroom context.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals

et al. 2020

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Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning processes after viewing classroom photographs with varying presentation time and interactional complexity. A 3 × 2 × 4 factorial design was used. Teacher expertise (pre-service teachers vs. in-service teachers vs. school principals) was a between-group factor, presentation time (1 vs. 3 s) and complexity (teacher vs. dyad vs. small group vs. whole class) were within-group factors. Analysis of verbal reports suggested that in-service teachers and school principals used significantly more episodic knowledge, content knowledge, and pedagogical content knowledge in their reasoning than pre-service teachers did. Explanations with mathematical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing the teacher only. Explanations with pedagogical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing a small group. Across time and complexity, school principals verbalized less frequently what they noticed. In-service teachers and school principals verbalized significantly more self-monitoring and more predictions of teacher actions than pre-service teachers. The study findings contribute to the growing body of evidence on classroom professional vision, teacher noticing, and visual teacher expertise, and provide initial evidence on expert teachers' frequent metacognitive self-monitoring.

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“…In general, the French educational programs are characterized by more distinctive specialization. They update the principle of multifunctionality, the "non-pedagogical" component of training, the application of problem-based teaching methods, the development of students' critical thinking (which corresponds to global trends in the development of education [9,10]).…”

Section: Discussionmentioning

confidence: 99%

Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA

et al. 2020

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This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.

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The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

Cited by 29 publications

References 56 publications

Characterizing the Digital Culture of Prospective Primary School Teachers

Characterizing the Digital Culture of Prospective Primary School Teachers

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals

Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA

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