Using film in teacher training:<i>Viewing the gifted through different lenses</i>

Nugent, Stephanie A.; Shaunessy, Elizabeth

doi:10.1080/02783190309554214

Cited by 17 publications

(10 citation statements)

References 14 publications

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“…In addition, it was noticed that they evaluate themselves in terms of reaching the events from different aspects. At that point, it is claimed that, with the educational usage of films (Nugent & Shaunessy, 2003), the subjects can be dramatised and thus, the pre-service teachers are able to make reflections in terms of their personal experiments determining a start point during the discussion process (Harper & Rogers, 1999).…”

Section: Discussion and Resultsmentioning

confidence: 99%

The development of critical reflection skills: An application of school and teacher themed movies

Kaşkaya

Selçuk

2016

HumanSciences

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The present research aims to determine the effect of films including school and teacher whose learning processes are applied with “Critical Reflection Skills (CRS)” on the critical reflection skills of 4th primary education teachers. In accordance with this purpose, the research was carried out with 73 participants who were the 4th grade students in the Primary Education Teacher Training Department of Gazi Faculty of Education in Gazi University in 2012-2013 education year. The qualitative and quantitative research methods were applied together during the process. Data were collected with “The Critical Reflection Self-assessment Scale (CRSS)” - “Critical Team Application Focus Team Interview Form (CTAFTIF)” and “ Meta Team Observation Form”. During the data collection process, the participants watched the school and teacher containing films at first and then, “Critical Reflection Application (CRA)” adapted from “Critical Reflection Strategy with Teams” was applied. Content analysis was adopted in the analysis of the qualitative data gathered during the research process. In the analysis of the quantitative data, t-test and one-way variance analysis were used. The results of the conducted research demonstrated that teachers started to generate thinking of critical reflection with school and teacher containing films and the CRA process. It was noticed that statistically a significant difference occurred between the control and experimental groups in terms of critical reflection skills.

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Section: Discussion and Resultsmentioning

confidence: 99%

The development of critical reflection skills: An application of school and teacher themed movies

Kaşkaya

Selçuk

2016

HumanSciences

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“…Activities that have been identified as effective in promoting critical self-analysis include having students complete mock qualitative interviews regarding each other's beliefs, participation in cross-cultural field experiences, and having a panel of diverse students talk to the class about their experiences (Begoray & Slovinsky, 1997;Middleton, 2002;Schuck, 1997;Ukpokodu, 2004;Villegas & Lucus, 2002). In universities where it is difficult to arrange cross-cultural field experiences or diverse panels of gifted students, popular film clips may be used to promote critical analysis of conceptions of giftedness (Nugent & Shaunessy, 2002). Trent and Dixon (2004) promoted a total course design that focuses on individuals understanding their teaching within the broader context of the multiple perspectives of the involved parties, extended community influences, the various outcomes of their teaching, and the different teaching approaches designed to achieve the outcomes.…”

Section: Influence Of Level Of Trainingmentioning

confidence: 99%

The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

Miller¹

2009

Journal for the Education of the Gifted

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Classroom teachers play an important role in the identification of gifted students through teacher recommendations and referrals. This study is an investigation of teachers' theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories. Comparisons of teachers with greater and fewer hours of training in gifted education showed no significant differences between the groups. However, there was also little consistency among the teachers in their graphic representations of their theories, suggesting that not all elementary classroom teachers define common characteristics of giftedness in the same way.

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“…Bununla birlikte öğretmen yetiştirme bağlamında ele alındığında filmlerden öğretmen yetiştirme sürecinde yeterli şekilde yararlanılmadığı ifade edilmektedir. Popüler filmlerin bu bağlamda öğretimsel amaçla kullanılmasının birçok açıdan etkili olabileceği ifade edilmektedir (Nugent & Shaunessy, 2003). Konu ile ilgili yapılan birçok çalışmada okul ve öğretmen içerikli sinema filmlerinin öğretmenler veya öğretmen adayları üzerinde etki yaratabildiği ifade edilmiştir (Brunner, 1998;Considene, 1985;Giroux, 1993;Kaşkaya, vd.…”

Section: Introductionunclassified

“…However, it is claimed that films are not applied enough during the teacher training process within the context of teacher training activities. It is also claimed that using the most popular films within this context will be useful in many ways (Nugent & Shaunessy, 2003). This research was designed with the aim of determining the effects of movies used together with the "Recursive Critical Thinking Practice" (RCTP) on critical thinking skills of pre-service primary school teachers.…”

Section: Extended Summarymentioning

confidence: 99%

Developing the Critical Thinking Skills in Pre-Service Primary School Teachers: Application of School and Teacher-Themed Movies

Kaşkaya¹,

Çavuşoğlu²

2017

IOJES

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The aim of this research was to determine the effect of school and teacher-themed movies on the critical thinking skills of primary school pre-service teachers. An experimental method was used in this research. Qualitative data were used to support the data obtained in the study. The research was carried out with the 4th grade pre-service teachers in the Department of Primary School Teacher Training in Erzincan University. A total of 50 participants -39 females and 11 males-were included in the research. As the quantitative data collection tool, "The Critical Thinking Scale", was used before the application (pre-test) and after the application (post-test). As the qualitative data collection tool, the interview forms prepared by the researchers were applied. The research was carried out throughout 10 weeks by presenting 5 different movies and with recursive critical thinking practice. As a result of the analysis of the collected data, when the results of the scores in pre-test and post-test of the experiment and control group were compared, significant differences were observed in favor of the experiment group in the sub-dimensions of sensitivity in critical thinking, empathy in critical thinking, assumptions in critical thinking, common sense in critical thinking and media in critical thinking. Moreover, during the application of the first movie, it was noticed that the pre-service teachers could not interrogate their ideas according to the recommendations, but they interrogated ideas even in their final decisions during the application of the last movie.© 2017 IOJES. All rights reserved Keywords: 2 Primary school teacher training, movies, critical thinking skills Extended SummaryThinking is a natural process for human. Nevertheless, the needs of the modern world necessitate today's individuals to have some sorts of thinking skills. Instead of transferring information in teaching, learning thinking is getting significance. Therefore, it is the aim to educate individuals who think, criticize, produce and know the ways of accessing the information; and training programs for students to gain their thinking skills are being prepared in modern schools (Seferoğlu & Akbıyık, 2006). However, above all; in order to educate individuals with critical thinking skills and who criticize and interrogate, we have to educate teachers having those qualifications (Aybek, 2006). The rapid development of technology and information systems also differentiates the knowledge and skills expected from pre-service teachers. So, in order for pre-service teachers to acquire the qualifications required by the teaching profession, the programs of teacher training institutions should be arranged for pre-service teachers to acquire relevant qualifications (Kaya, 2010).In this context, it can easily be noticed that there is a lot to be done and it is necessary to take the necessary precautions when the future teacher training process is taken into consideration. While we are educating the teachers in the 21 st century with teacher training proce...

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Using film in teacher training:Viewing the gifted through different lenses

Cited by 17 publications

References 14 publications

The development of critical reflection skills: An application of school and teacher themed movies

The development of critical reflection skills: An application of school and teacher themed movies

The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

Developing the Critical Thinking Skills in Pre-Service Primary School Teachers: Application of School and Teacher-Themed Movies

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