How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy

Improving Teachers' Qualifications for Preparing ICT Based Educational Materials

“…Teachers also stated that they had a positive effect on the professional development and teaching processes of the training. This finding is similar to the results of literature research (Gröschner et al, 2018;Hsu & Kuan, 2013;Shevchenko & Kryzhanovskyi, 2018). On the other hand, teachers stated that using ICT-based educational materials that they developed during the in-service training activities had positive effects both in their education and before, during and after the teaching process in many different directions and ways.…”

“…In order to use ICTs more effectively in the education process, few studies have been conducted which include professional development or in-service training activities carried out by teachers and academicians. Besides revealing the current situation in these studies, it is also possible to see the studies referring to semiexperimental and experimental (Al Salami, Makela, & de Miranda, 2017;Gröschner, Schindler, Holzberger, Alles, & Seidel, 2018;Jimenez & O'Shanahan, 2016;Shevchenko & Kryzhanovskyi, 2018) or design-based researches (Brown, 2017;Wang, Hsu, Reeves, & Coster, 2014) in order to overcome possible problems and obstacles.…”

“…On the other hand, in many in-service training activities carried out by both the MoNE and its affiliated institutions, as well as private sector representatives and academicians, technological tools and applications were mostly introduced to teachers and a few activities were carried out on how to develop an educational material using these technologies (Atman Uslu, 2013;Mumcu, 2011;Mumcu & Usluel, 2010) and these activities were limited to the samples of the applications. On the other hand, it is frequently mentioned in the literature researches that in order to be able to use ICTs more effectively in education process and in the elimination of obstacles arising from the teacher, there is a need for in-service training which includes features such as informing new teaching methods, gaining knowledge and skills in professional sense, developing self-confidence and developing positive attitude (Al Salami et al, 2017;Atman Uslu, 2013;Gröschner et al, 2018;Koh et al, 2017;Mumcu, 2011;Tondeur et al, 2012;Shevchenko & Kryzhanovskyi, 2018). The main aim of the research carried out in this context is to determine the needs of teachers for the use of information and communication technologies in preparing the ICT-based educational material which is a part of the learning and teaching process.…”

Unterrichtsvideos. Neue Szenarien digitaler Praxisbezüge

“…B. Gröschner, Schindler, Holzberger, Alles & Seidel, 2018). In der Regel handelt es sich bei den eingesetzten Videos um kurze, prägnante Ausschnitte (Videovignetten), die zumeist in Seminaren unter Akzentuierung ausgewählter Aspekte, teilweise aber auch mit Aufträgen im Selbststudium, beispielsweise über ein Learning-Management-System (z.…”

Implementation Analysis of Curriculum 2013 Towards Interactive Learning Aspects and Multimedia-Based Learning

“…In addition to mastering the material, the teacher must also make a classroom atmosphere that supports interactive learning. The class atmosphere that occurs can be seen from the extent to which the teacher gives the opportunity to practice, show encouragement and attention, build cooperation or competition, and provide freedom of opinion and choice (Gröschner et al, 2018). Another thing that teachers need to do is understand various learning models that can stimulate the ability of students to learn, which is well-prepared teaching planning by the teacher to create interactive learning.…”