Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

Blomberg, Geraldine; Sherin, Miriam Gamoran; Renkl, Alexander; Glogger, Inga; Seidel, Tina

doi:10.1007/s11251-013-9281-6

Cited by 176 publications

(127 citation statements)

References 61 publications

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“…However, , Blomberg et al (2014), and our [video-based intervention] all show increases in description, generally at the expense of evaluation.…”

Section: Discussionmentioning

confidence: 96%

“…Indeed, studies comparing two different forms of video-based interventions, such as and Blomberg et al (2014), showed that there were important differences in knowledge-based reasoning between the participants of the two interventions. Thus, the tasks PSTs undertook in our intervention might not have motivated them to use theory, so they did not feel they needed to do so in the post-task.…”

Section: Discussionmentioning

confidence: 99%

“…For example, only used one video of the whole mathematics lesson, while used three and Alsawaie and Alghazo (2010) used 10. Others (e.g., Blomberg et al 2014;Roth McDuffie et al 2014) used video clips only. Some also used videos of interviews with individual pupils (e.g., Santagata and Guarino 2011;.…”

Section: Structure Of Video-based Interventionsmentioning

confidence: 99%

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Invited Lectures from the 13th International Congress on Mathematical Education

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“…However, , Blomberg et al (2014), and our [video-based intervention] all show increases in description, generally at the expense of evaluation.…”

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

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Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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“…De acuerdo con Papanastasiou (2005), Cosgun (2013), Hussain & Ara (2013);Bibi, Muhammad & Majid (2013) la actitud del alumno frente a la investigación en educación se muestra baja antes de aplicar el programa de la asignatura y mejora tras la aplicación. Además, los vídeos sobre investigación en educación han ayudado a mejorar la actitud del alumnado captando su interés en el tema (Bartolomé, 2008;Blomberg et al, 2014;Chen & Cowie, 2014;García-Fernández, 2011;Sever et al, 2013;So, Hung & Yip, 2008).…”

Section: Conclusiones Limitaciones E Implicaciones Del Estudiounclassified

“…Por esta razón, en el estudio se trabaja con vídeos de investigación para mejorar la actitud del alumnado. Además, numerosos autores afirman que esta herramienta sirve de apoyo al aprendizaje y ayuda a captar el interés sobre cualquier tema que se trabaje (Bartolomé, 2008;So, Hung & Yip, 2008;García-Fernández, 2011;Sever et al, 2013;Blomberg et al, 2014;Chen & Cowie, 2014).…”

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Actitud del alumnado hacia la investigación en educación: Trabajando con vídeos en estudios de grado

Arrufat

Martín

2015

UTE

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ResumenEl trabajo presenta un estudio sobre la actitud del alumnado hacia la investigación en educación en estudios de grado. Para estudiar la actitud del alumnado se opta por la adaptación de un cuestionario que integra una escala de actitudes hacia la investigación (Papanastasiou, 2005). La adaptación es validada en el presente estudio por expertos en investigación educativa (escala Attitude Towards Research-Education, ATR-ED). Se realiza un diseño cuasiexperimental pretest-postest con una muestra de 26 estudiantes de grado de la Universidad de Grandada, España. El ATR-ED se aplica al inicio y al final del semestre en una asignatura de Tecnologías de la Información y Comunicación (TIC) de grado. El programa de la asignatura incluye el trabajo con artículos y vídeos de investigación científica con el fin de fomentar el conocimiento del alumnado hacia la investigación en educación y mejorar su actitud. El análisis y la comparativa de los datos obtenidos tras las aplicaciones del ATR-ED presentan una mejora de la actitud del alumnado. Igualmente se deduce que los recursos audiovisuales proporcionados en la asignatura, junto a la metodología empleada, han provocado un efecto positivo en la actitud. En el futuro se necesita investigar sobre video y flipped classroom Actitud del alumnado hacia la investigación en educación:Trabajando con vídeos en estudios de grado 9Undergraduate university students' attitude towards research in Education. Working with audiovisual media AbstractThis work presents a study of student attitudes towards educational research in studies of degree. Student attitudes towards educational research have great importance for the academic development and professional practice. To study the student attitudes, a scale ATR-ED is adapted and assessed by expert educational researchers. This scale is based on an earlier questionnaire (Papanastasiou, 2005). A quasi-experimental pretestpostest design involving 26 students from studies of degree of the University of Granada, Spain is developed. The ATR-ED is applied to the beginning and the end of a university course on Information and Communication Technology. The course syllabus is constituted by activities about research articles and videos in order to improve knowledge and student attitudes towards educational research. The analysis and comparison of both ATR-ED data yield an improvement of the student attitudes. Likewise, audiovisual resources involved in the course have caused a positive effect in the student attitudes, along with the methodology used, have had a positive effect on the student attitudes. Future studies on video and flipped classroom are need.

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The impact of video case content on preservice elementary teachers’ decision‐making and conceptions of effective science teaching

2016

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Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers’ conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role of the teacher. Three groups completed either: (i) a unit plan; (ii) a video case analysis with problematic selection of content and use of teacher behaviors; or (iii) a video case analysis with only problematic teacher behaviors. Two hundred seven end‐of‐semester oral defenses were analyzed to determine the extent to which group differences exist on six questions. Both groups who completed the video case analysis better consider how children learn when making decisions, involving activities and content than those who completed the unit plan. However, they do not use this same knowledge base to inform their role in interacting with children to move their thinking toward more accurate ideas. Prospective teachers in all three groups overlook the role of the teacher in the classroom and focus almost entirely on keeping children physically active. Therefore, even when a video case was deliberately selected to focus attention on the role of the teacher, this critically important aspect of teaching continues to be absent, or vague at best, for the 207 prospective teachers in this study. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 1500–1523, 2016

show abstract

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

Cited by 176 publications

References 61 publications

Invited Lectures from the 13th International Congress on Mathematical Education

Invited Lectures from the 13th International Congress on Mathematical Education

Actitud del alumnado hacia la investigación en educación: Trabajando con vídeos en estudios de grado

The impact of video case content on preservice elementary teachers’ decision‐making and conceptions of effective science teaching

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