Effects of Videocase Construction on Preservice Teachers' Observations of Teaching

Beck, Robert J.; King, Alison; Marshall, Sue

doi:10.1080/00220970209599512

Cited by 82 publications

(54 citation statements)

References 6 publications

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“…Bencze et al (2001) describe cases as fostering critical reflective practices that enable beginning teachers to prepare for the many diverse contexts that may occur in the field. Beck et al (2002) showed that preservice teachers who had the experience of using video cases outperformed others who were not given the opportunity. The video case group was able to improve their observations of teachers in the three investigated content areas (language arts, mathematics and science).…”

Section: Cases In Teacher Educationmentioning

confidence: 97%

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Kurz

Batarelo

Middleton

2009

Education Tech Research Dev

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Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers' instruction. This research investigates the perspectives of preservice teachers and their naïve understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants' perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers' beliefs, though naïve, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers' predilections are examined, this data can help guide the future implementation of video cases in their university courses.

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Section: Cases In Teacher Educationmentioning

confidence: 97%

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Kurz

Batarelo

Middleton

2009

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…These instructional tools are usually presented in text or video formats and used either in the classroom or presented in interactive multimodal learning environments (Beck et al 2002;Lampert and Ball 1998). For example, videocases have been used as models, to demonstrate how an expert applies knowledge to solve a problem (Moreno and Ortegano-Layne 2007;Moreno and Valdez 2007;Wouters et al 2007) and to encourage the application of principles and theories to analyze a richly contextualized problem (Derry and Hmelo-Silver 2005;Wilkerson and Gijselaers 1996).…”

Section: What Are Some Productive Directions For Future Research?mentioning

confidence: 99%

Interactive Multimodal Learning Environments

2007

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What are interactive multimodal learning environments and how should they be designed to promote students' learning? In this paper, we offer a cognitive-affective theory of learning with media from which instructional design principles are derived. Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity, reflection, feedback, control, and pretraining. Finally, we offer directions for future instructional technology research.

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“…For instance, many textbooks for teacher education include detailed descriptions of classroom interactions between teacher and students exemplifying applications of the principles taught (Borich & Tombari, 1997;Eggen & Kauchak, 2004;Fetsco & McClure, 2005;Ormrod, 2004;Woolfolk, 2004). In addition to these narratives, there are many efforts in the development and use of classroom videos to convey more of the complexity of classroom events (Beck, King, & Marshall, 2002;Lampert, Heaton, & Ball, 1994). A good illustration of the use of classroom exemplars in video format is the Stanford Teacher Education Program, which offers online real-life classroom videos demonstrating good teaching practices for English language learners as part of the required California Cross-Cultural Language and Academic Development (CLAD) certification program (Bikle, Billings, & Hakuta, 2003).…”

Section: Classroom Scenarios: Instructional Uses and Formatsmentioning

confidence: 99%

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

Moreno

Ortegano-Layne

2007

Education Tech Research Dev

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Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.

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Effects of Videocase Construction on Preservice Teachers' Observations of Teaching

Cited by 82 publications

References 6 publications

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Interactive Multimodal Learning Environments

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

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