Using Tablets to Explore the Potential for Video-based Classroom Observations for Research and Professional Development

Blazar, David; Gilbert, Barbara; Herlihy, Corinne; Gogolen, Claire

doi:10.18404/ijemst.408935

Cited by 8 publications

(3 citation statements)

References 27 publications

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“…Thus, it can be seen as a complement to direct contact with teaching practice, namely, to the observation of cooperating teachers' lessons, especially when the access to that practice may be undergoing several restrictions (Perry, et al 2022). In this way, the digital resources integrated into the multimedia cases, namely videos (Blazar et al, 2018), can be used as an alternative to meet the needs of an online teacher education, required by coping with the recent COVID-19 pandemic. These resources may mitigate the impacts that the abrupt and prolonged interruption of access to professional practice may cause to initial teacher education programmes (La Velle et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Rodrigues

Oliveira

Cyrino

2022

IJEMST

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The present study aims to understand how the professional vision of prospective teachers (PTs) regarding whole-class reflective discussion develops as they explore a multimedia case (MC) in a mathematics teacher education course. The data come from the written productions of seven groups of PTs (N=15) related to whole-class discussion of one 6th grade lesson in two sections of the MC: first, they have focused on the teacher’s lesson plan and on her intentions for the whole-class discussion aiming at the students’ algebraic thinking; and in the second, they have analysed two video episodes of that lesson phase. The results show an integrated development of two processes of PTs’ professional vision – noticed events and the nature of the reasoning about them – with significant evolution from one section to another as they explore the MC. The study shows PTs’ alternative ways of accessing and making sense of the complexity of both ambitious and authentic teaching practices that can also be employed in at distance teacher education and mitigate the consequences of the impossibility to access the classrooms, such as that resulting from the recent COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Rodrigues

Oliveira

Cyrino

2022

IJEMST

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“…According to Mcnulty and Lazarevic (2012), videos increase students' motivation to learn. For pre-service teachers, videos have helped them understand feedback and do self-reflection (Cavanagh, 2021) by watching their own teaching performances again to analyze their strengths and weaknesses (Blazar et al, 2018). Mcnulty and Lazarevic (2012) reveal that implementing videos in the classrooms enables students to make self-reflection and assessments in ELT.…”

Section: The Use Of Videos In English Language Teaching (Elt)mentioning

confidence: 99%

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Marhaban

Kasim

Syamaun

et al. 2023

SiELE

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The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.

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“…Technologically-assisted teaching and learning are already used in many classroom environments across the globe. Previous studies have indicated that teachers have tended to employ technologically-assisted tools in face-to-face classrooms (Blazar et al, 2018;Espino et al, 2020), such as listening, video watching, and Microsoft PowerPoint presentations. However, many teachers are not ready for full online teaching using distance-based learning tools and platforms (Moorhouse, 2020;Pike, 2015).…”

Section: Technology Should Be Employed In Educationmentioning

confidence: 99%

Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

Santos

2021

Acad. J. Interdiscip. Stud.

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The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences. Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

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Using Tablets to Explore the Potential for Video-based Classroom Observations for Research and Professional Development

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 8 publications

References 27 publications

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

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