Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
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引用次数: 0
Abstract
Background
Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.
Aims
This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).
Sample
Participants were 280 student teachers.
Methods
In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.
Results
Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.
Conclusions
The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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