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

Kurz, Terri L.; Batarelo, Ivana; Middleton, James A.

doi:10.1007/s11423-009-9110-4

Cited by 12 publications

(7 citation statements)

References 63 publications

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“…Regarding facilitators, the respondents reported a critical need for in-service preschool teachers to serve as their OTVC learning facilitators, although there were significant differences across year levels, with Year 3 PPTs expressing a more urgent need. This finding echoes the prior study conducted by Kurz, Batarelo, and Middleton [6], reflecting the desire of PPTs to observe experienced experts in order to help them visualize key aspects of the teaching profession. The participants also expressed the need to engage with larger communities of preschool practitioners for future career preparation [7].…”

Section: Discussionsupporting

confidence: 81%

“…For instance, Yadav [5] investigated pre-service elementary teachers' perception of their learning with teaching video cases and indicated that they preferred scaffolded learning with videos to improve their literacy instruction and observational abilities. Similarly, Kurz, Batarelo and Middleton [6] studied the need for teaching video cases from the perspectives of preservice elementary teachers. They found that pre-service teachers had an acute need for instructional guidance when using video cases, including the development of lesson plans, the inclusion of expert analysis, and the acquisition of classroom management and child interaction skills.…”

Section: Literature Review 21 Pre-service Teachers' Perceptions Of Vi...mentioning

confidence: 99%

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Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Xu,

Bautista,

Yang

2024

Education Sciences

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Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers.

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Section: Discussionsupporting

confidence: 81%

Section: Literature Review 21 Pre-service Teachers' Perceptions Of Vi...mentioning

confidence: 99%

Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Xu,

Bautista,

Yang

2024

Education Sciences

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“…Typically, these case studies are text-based, although there is increasing interest in the use of multi-media (or video-based) cases in support of pre-service teacher education in the literature (Cannings & Talley, 2002;Hewitt, Pedretti, Bencze, Vaillancourt & Yoon, 2003;Kurz, Batarelo & Middleton, 2009;Pedretti, Bencze, Hewitt, Romkey & Jivraj, 2008). However, there is still little evidence to support the use of video cases in in-service teacher professional development (Bencze, Hewitt & Pedretti, 2001;Copeland & Decker, 1996;Louden, Wallace & Groves, 2001;VandenBerg, 2001).…”

Section: Video Case Studiesmentioning

confidence: 99%

Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning

vanOostveen

Desjardins²,

Bullock

2018

Educ Inf Technol

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Teaching, and education in general, remain firmly rooted in the practices of the past and continue to resist the implementation of strategies and theories arising from educational research. Consequently, significant reforms have been slow to take hold in educational systems around the world. Much of the reluctance can be attributed to a widely-held misconception of the nature of learning. This project attempts to address this misconception through the development of Professional Development Learning Environments (PDLEs are a series of learning tasks and a video-based case study) embedded in an online learning environment that requires the collaboration of users to solve problems. To use a Problem-Based-Learning (PBL) approach in an online context requires a major paradigm shift as well as using tools that were not designed specifically for such a student-driven, process-centred pedagogical paradigm. This becomes a problem when online resources and systems are used for supporting inservice teacher in their pursuit of furthering their education. Although the current theories of learning and teaching may present the philosophical content of such courses, the online strategies used often conflict with the theory. To study the formal implementation of PBL as a social-constructivist pedagogical approach, into an online learning environment to provide the tools for e-learning that would be closer in design to the current thinking on the very nature of learning, the PDLEs were modified to become small reusable video clips with a structure designed to facilitate PBL and focus learners attention on higher order thinking skills rather than specifically on content. These modified PDLEs are referred to as Problem-Based Learning Objects (PBLOs). The PBLOs were embedded into a prototype of a Collaborative Online Learning Environment (COLE) which was developed simultaneously. The entire system was pilot tested with small groups. Preliminary results show that although many technical difficulties remain to be solved, using the environment does show evidence of some effect on beliefs about personal theories of learning, causing shifts from technical issues to those surrounding processes of learning. Our preliminary research has called attention to the potential ability of PBLO/COLE to disrupt conventional, transmission-based conceptions of online learning as content delivery. At the same time, however, our preliminary work has also indicated that learners who are not used to the collaborative opportunities provided within PBLO/COLE may still hold traditional orientations to teaching and learning as a gold standard to which all other options are compared. A purposeful direction for our future research will entail working with learners in PBLO/COLE over a sustained period so that they may engage in an online experience grounded in principles of socio-constructivism.

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“…Active online participation is positively associated with better achievement of the learning outcomes; Marxa, Blumenfeld, Krajcik, & Soloway (1998) asserted that innovative educational technologies can provide "visions of enactments of innovations along with teachers" reflections". In this aspect, video cases are reported as a good medium to address needs (e.g., student engagement, classroom management, classroom discussion facilitation) of pre-service teachers (Kurz, Batarelo, & Middleton, 2009). This comes to our second postulation: P2: Echo360 fosters self-reflection in teaching practices;…”

Section: P1mentioning

confidence: 92%

From neophyte to experienced facilitator: An interactive blended-learning course for graduate teaching assistants in Hong Kong

Mark

Thadani

Calonge

et al. 2011

Knowledge Management &Amp; E-Learning: An International Journal

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Faculty training in tertiary institutions around the world is receiving increasing attention as it plays a significant role to ensure high quality learning and teaching practices in constantly changing multi-cultural education backgrounds. In the case of Graduate Teaching Assistants (GTAs), designing an effective training course to help them deliver content interactively, using student-centered strategies and approaches in a second language (in this case English), becomes critical. Rather than training GTAs in procedural and declarative knowledge (knowledge of facts and processes), a shift in emphasis to functioning knowledge, e.g., classroom management techniques, course design, formative and summative peer review, presentation skills, is the focus of this intensive course, which is heavily supported by two educational e-technologies, Echo360 Lecture Capturing System and an asynchronous Discussion Board, hosted under the Blackboard (Bb) Course Management System. Adopting an ethnographic approach in which all the researchers have co-taught this course for at least two years, this paper chronicles the effort of using Echo360 and Bb Discussion Board to support the delivery of course content and assessment tasks that yields reflective practices. Achievement of learning outcomes is evaluated through the use of multiple measures: reflections of course attendees, researchers’ direct observation, and statistics provided by the Learning Management System. Results are very encouraging in terms of significant improvement of graduate students’ presentation skills and self-reflective practices facilitated by Echo360 and Discussion Board.

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

Cited by 12 publications

References 63 publications

Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning

From neophyte to experienced facilitator: An interactive blended-learning course for graduate teaching assistants in Hong Kong

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