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

Instructional science, 2014-05, Vol.42 (3), p.443-463 [Peer Reviewed Journal]

Springer Science+Business Media 2014 ;Springer Science+Business Media Dordrecht 2013 ;Springer Science+Business Media Dordrecht 2014 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-013-9281-6 ;CODEN: INLSBJ

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Title:
Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection
Author: Blomberg, Geraldine ; Sherin, Miriam Gamoran ; Renkl, Alexander ; Glogger, Inga ; Seidel, Tina
Subjects: Art teachers ; Classroom environment ; Classroom Techniques ; Education ; Educational environment ; Educational Psychology ; Educational Strategies ; Educational Technology ; Instructional design ; Instructional Effectiveness ; Learning ; Learning and Instruction ; Mathematics education ; Observational learning ; Participant Satisfaction ; Pedagogic Psychology ; Pedagogy ; Preservice Teacher Education ; Preservice Teachers ; Student Journals ; Teacher Education ; Teacher Educators ; Teachers ; Teaching Methods ; Video ; Video Technology
Is Part Of: Instructional science, 2014-05, Vol.42 (3), p.443-463
Description: There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers' (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses.
Publisher: Dordrecht: Springer
Language: English
Identifier: ISSN: 0020-4277
EISSN: 1573-1952
DOI: 10.1007/s11251-013-9281-6
CODEN: INLSBJ
Source: Education Resources Information Center (ERIC)
Alma/SFX Local Collection
ProQuest Central

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

Springer Science+Business Media 2014 ;Springer Science+Business Media Dordrecht 2013 ;Springer Science+Business Media Dordrecht 2014 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-013-9281-6 ;CODEN: INLSBJ

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