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Search Results for 'Video technology' (Keyword)
128 items found 1 / 13 Go to page 
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1   |   From section ICT & Teaching
What They Notice in Video: A Study of Prospective Secondary Mathematics Teachers Learning to Teach
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Publication Year: 2016    |    Updated in ITEC: November 1, 2017
2   |   From section Instruction in Teacher Training
Making Connections: Lessons on the Use of Video in Pre-service Teacher Education
In this article, the authors examined the potential impact of video excerpts of teaching on pre-service teachers' learning. They were also interested to identify and focus on the development of students' understanding of mathematics and the teaching and learning actions likely to facilitate this. The authors found that many of the pre-service teachers were interested in the development of students' understanding. However, many of the participants struggled to identify evidence of it or observable teaching actions likely to contribute to it.
Publication Year: 2013    |    Updated in ITEC: October 19, 2017
3   |   From section ICT & Teaching
Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments
In this paper, the authors describe a new, free resource for continuous video assessment named YouDemo. This tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss the discrepancies between preservice science teachers’ assessments of self- and peer-created videos using the tool. The findings reveal that preservice teachers, who used the YouDemo, engaged in reflection and discussion on a deeper level than traditional means of pedagogical skill building in the classroom. Furthermore, preservice teachers perceived continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement the authors found that based on the discrepancies we found in peer and self-evaluations.
Publication Year: 2016    |    Updated in ITEC: September 19, 2017
4   |   From section Instruction in Teacher Training
Video Narratives to Assess Student Teachers’ Competence as New Teachers
This article describes one postgraduate teacher education programme, where video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. The findings revealed that most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development.
Publication Year: 2016    |    Updated in ITEC: September 11, 2017
5   |   From section Beginning Teachers
Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool
The current study investigates the use of a digital video annotation tool (VideoANT) used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). It specifically examines the social interactions and potential supports of a VideoANT to promote collaborative interactions toward the development of reflective practices. The intent of VideoANT was to allow teachers to identify elements of their teaching that contribute to their successes and struggles, and elicit feedback from peers that may guide the teacher toward improving their practice. However, the findings reveal that majority of peer commentary praised the practices of these teachers, and commentary that would suggest alternative solutions was less frequent. The authors conclude that explicit supports for teacher discourse in VideoANT are needed.
Publication Year: 2015    |    Updated in ITEC: August 29, 2017
6   |   From section ICT & Teaching
Exploring Teacher Noticing of Student Algebraic Thinking in a Video Club
In this study, the author aims to explore and support teachers’ movement through the early phases as they learn to attend to and reason about details of student algebraic thinking in the dynamic classroom environment. The findings reveal that the framework allowed preservice teachers in this study to articulate their thinking about student algebraic thinking. In addition, the author found that participants’ conversations about student thinking became more substantive as they participated in a series of video club sessions.
Publication Year: 2015    |    Updated in ITEC: July 19, 2017
7   |   From section Instruction in Teacher Training
Examining the Use of a Structured Analysis Framework to Support Prospective Teacher Noticing
The authors examine whether an analysis framework, the Mathematical Quality of Instruction (MQI), can assist prospective teachers in noticing and interpreting salient aspects of classroom practice. The findings indicate that participation in a video club led prospective teachers to be better able to notice these salient features of mathematics instruction when watching video-taped lessons. Furthermore, participants adopted a more interpretive stance toward the classroom components they noticed and used evidence to support their stance. Prospective teachers’ abilities to notice students’ mathematical thinking improved as a result of structured video analysis.
Publication Year: 2015    |    Updated in ITEC: July 6, 2017
8   |   From section Instruction in Teacher Training
The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills
The goal of this study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
9   |   From section ICT & Teaching
Using Virtual Role-Play to Enhance Teacher Candidates’ Skills in Responding to Bullying
This exploratory study examines the effectiveness of a “virtual role-play” (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. The authors hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates’ communication skills and increase their confidence in responding to classroom bullying. The findings revealed that the repeated practice afforded by VRP improved candidates’ fluency in a way that traditional role-play did not, especially given the time and logistical constraints for conducting regular role-play.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
10   |   From section Instruction in Teacher Training
Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing
The present study utilized an innovative methodological approach to capture the noticing of preservice teachers using wearable cameras while they were in an introspective position within the elementary classroom context. Findings indicate that differences exist in the ability for preservice teachers to mark noticing as compared to practicing teachers.
Publication Year: 2016    |    Updated in ITEC: May 15, 2017
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