Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning

Santagata, Rossella

doi:10.4000/rechercheformation.2180

Cited by 5 publications

(3 citation statements)

References 14 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Emphasizing not only the cognitive and psychomotor aspects, but also emotional and social aspects of the profession, Yung et al ( 2010) devised a model for effective use of videos in teacher education programs and identified three objectives for such programs: critical reflection, meaningful comparison and productive discussion. Santagata (2014aSantagata ( , 2014b) also proposed a model composed of four elements for the use of video viewing in teacher education: "(a) What is the teacher learning purpose of using video? (b) What types of video will work for that purpose?…”

Section: Theoretical Foundations and Models Of Video Viewing In Teach...mentioning

confidence: 99%

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Çekiç

Korkmazgil

2022

Dil Eğitimi Ve Araştırmaları Dergisi

View full text Add to dashboard Cite

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

show abstract

Section: Theoretical Foundations and Models Of Video Viewing In Teach...mentioning

confidence: 99%

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Çekiç

Korkmazgil

2022

Dil Eğitimi Ve Araştırmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…Posteriormente, Santagata (2014) incorpora una fase anterior o preactiva de planificación y otra posterior o postactiva de reflexión sobre la acción desarrollada. Las grabaciones en video de las sesiones de comprensión lectora favorecen la actividad de análisis en la fase postactiva, posibilitan la conexión con los objetivos, los contenidos formativos y permiten una evaluación estructurada (Blomberg, Renkl, Sherin, Borko & Seidel, 2013).…”

Section: Metodología Observacional En La Formación Didácticaunclassified

Comprensión lectora y videoanálisis: evaluación de intervenciones didácticas en formación docente dual

2021

View full text Add to dashboard Cite

La enseñanza de la lectura sigue siendo una de las grandes preocupaciones docentes, especialmente como competencia vinculada al acceso a la información y a la progresión en un aprendizaje crítico y autónomo. En este artículo se expone una investigación sobre la didáctica de la comprensión lectora, como conocimiento pedagógico, en el Grado de Educación Primaria. El estudio de caso se centra en la enseñanza de los procesos más complejos de lectura. La investigación de tipo exploratorio se sitúa en el ejercicio docente en formación dual. El estudio de 410 unidades de análisis permite constatar la adecuación del uso del video en los procesos de aprendizaje de los Docentes en Formación Inicial (DFI). Los resultados muestran la adquisición de estrategias didácticas y la evidencia de una dificultad principal: el desarrollo en el aula de un diálogo para la comprensión inferencial y la valoración crítica. La presentación de estas cuestiones por los DFI no se produce siempre de forma nítida. Concluimos, pues, que el sistema de categorías diseñado es eficaz para evaluar las secuencias videográficas de intervención en el aula.

show abstract

“…Three video recordings of the lessons made by two video cameras -a fixed one that could give back a global vision, and a mobile one, focused by the researcher from time to time on the details to be pointed out. As it is impossible to establish a priori what the focuses of the teacher will be, the presence of the researcher as a camerawoman is essential as it regulates the video in action (Santagata, 2014). The analysis of the video is carried out by the research team according to the guidelines of the plural analysis, meant as a multi-/crossdisciplinary approach (Altet, 2012), starting from the different expertises of the involved researchers.…”

Section: Methods and Plan Of The Researchmentioning

confidence: 99%

Digital artefacts to change the teacher’s practices

Pentucci

2016

Research on Education and Media

View full text Add to dashboard Cite

show abstract

Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning

Cited by 5 publications

References 14 publications

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Comprensión lectora y videoanálisis: evaluación de intervenciones didácticas en formación docente dual

Digital artefacts to change the teacher’s practices

Contact Info

Product

Resources

About