Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Abstract

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Video viewing in teacher education and professional development: A literature review

“…These four aspects, in turn, correspond to the categories that we used for coding the studies analyzed. Each category was then broken down into subcategories using an iterative process for qualitative research analysis (Strauss & Corbin, 1990). This in-depth analysis helped us to structure the categories into subcategories on the basis of description, rather than interpretation, to reflect the results of all the studies included in our review (Table 5).…”

“…One of the main hypotheses to explain these difficulties is that, although the videos in most teacher education programs are designed to encourage professional development, PTs are limited in their capacity to identify relevant classroom events by their actual level of professional development. Thus, according to many authors, PTs are unable to selectively attend to the most relevant events in the classroom video because they lack sufficient knowledge about the teaching profession and specific subject areas to identify these events (Hiebert, Gallimore, & Stigler, 2002;Sherin & van Es, 2005;Stürmer, K€ onings, & Seidel, 2014;van den Berg, 2001). The study of Blomberg et al (2011) presents a good example of how PTs' generic and subject-based knowledge, learned in methodological courses, plays a key role in the process of selective attention: when PTs lack the necessary knowledge, they simply fail to identify the most relevant events in the videos.…”

Aspectos que conforman la identidad profesional del profesorado de formación y orientación laboral

“…La vocación implica un saber que se anticipa a la formación, y se forja por infl uencias recibidas, inquietudes personales, sensación de competencia y la capacidad para decidir (Strangeways, 2017). Stürmer, Könings y Seidel (2015) destacan que la vocación es el primer nexo con la identidad profesional docente; en cambio, en nuestro estudio esto no sucede, ya que cuando los participantes describen el motivo de acceso a la enseñanza lo relacionan de forma más visible con infl uencias socio-familiares (Weise, 2011) que con una vocación docente, muy parecido a lo que acontece en el estudio de van der Klink, Kools, Avissar, White y Sakata (2017). Ante la ausencia de una vocación específi ca, los participantes describen reacciones de sorpresa y frustración en su actividad docente en FOL.…”

“…El segundo hallazgo corresponde a las investigaciones relacionadas con la formación inicial y continuada, aspectos claves del desarrollo identitario. Cáceres Muñoz (2016) y Stürmer et al (2015) destacan que, para desarrollar el conocimiento sobre una profesión que está en constante evolución, se necesitan: mimbres necesarios para desarrollar una sólida formación inicial y un profesorado que promueva inquietudes formativas y profesionales. En nuestro caso, al igual que en otros estudios (Ford y Vaughn, 2011), este aspecto teórico dista de la realidad: encontramos docentes atropellados institucionalmente, neutralizados por la acción profesional, frustrados en sus expectativas y con una evidente ausencia en sus motivaciones laborales.…”

Fictional Video Cases on Parent-Teacher Conversations: Authenticity in the Eyes of Teachers and Teacher Education Students

“…Teacher education researchers have pointed out two main uses of such videos: First, these videos are useful to develop selective attention; that is, to learn "what is worth attending to and what is not worth attending to" [28] (p. 161). This is important because of the complexity inherent in both classroom and parent-teacher situations and because of the need for teachers to make good judgements [29,30]. Second, FVCs are a useful basis for knowledge-based reasoning; this concept points to the social process of paying attention to the specific aspects of a complex practice, describing these perceptions and sharing and discussing these descriptions with others [12].…”