2020
DOI: 10.1080/19415257.2020.1763433
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How to prepare preservice teachers to deal with disruptions in the classroom? Differential effects of learning with functional and dysfunctional video scenarios

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Cited by 20 publications
(30 citation statements)
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“…As Study 1 showed, teachers' skills can be fostered with situated learning opportunities including video-based interventions or lesson analysis (Stahnke et al, 2016). Current studies further investigated the influence of specific characteristics of interventions (Amador et al, 2021), for instance, if functional or dysfunctional scenarios are used (Thiel et al, 2020) or if an observer or protagonist perspective is taken when analyzing videos (Gold et al, 2020). This research field is still very heterogeneous and many questions regarding the design of interventions remain open.…”
Section: Situation-specific Skills In Generalmentioning
confidence: 99%
“…As Study 1 showed, teachers' skills can be fostered with situated learning opportunities including video-based interventions or lesson analysis (Stahnke et al, 2016). Current studies further investigated the influence of specific characteristics of interventions (Amador et al, 2021), for instance, if functional or dysfunctional scenarios are used (Thiel et al, 2020) or if an observer or protagonist perspective is taken when analyzing videos (Gold et al, 2020). This research field is still very heterogeneous and many questions regarding the design of interventions remain open.…”
Section: Situation-specific Skills In Generalmentioning
confidence: 99%
“…Particularly in initial teacher education, scripted video cases can serve as learning material to adaptively apply acquired professional knowledge toward practical professional situations. Scripted video cases can be effective for this kind of teacher learning if they meet a set of quality criteria, as they have emerged through UX evaluations and investigations of their relevance for teacher education (Piwowar et al, 2018;Codreanu et al, 2020;Thiel et al, 2020;Farrell et al, 2022;Martin et al, 2022;Nickl et al, 2022). According to Kim et al (2006) they should comply with four criteria: first, video cases need to be experienced as realistic representations of practice, mainly including aspects of experienced authenticity (Codreanu et al, 2020).…”
Section: Ensuring Video Quality Through Evaluation Of User Experiencesmentioning
confidence: 99%
“…In a review of the effects of video-based interventions in teacher education, Kleinknecht and Gröschner (2016) stated that the method is effective for promoting pre-service teachers' ability to notice and analyse teaching behaviours. From a video-based intervention in which both a functional and dysfunctional teaching scenario were used, Thiel et al (2020) found that both arrangements had positive effects on pre-service students' professional perceptions. Simpson and Vondrova (2019) investigated whether watching films of their own teaching vs. that of others altered the effects of the intervention in pre-service teachers and found no significant differences.…”
Section: Video-based Reflection For Promoting Interpersonal Skillsmentioning
confidence: 99%