Incorporating a Video-Editing Activity in a Reflective Teaching Course for Preservice Teachers

Getting Ready for the Profession: Prospective Teachers’ Noticing Related to Teacher Actions

“…Specifically, prospective teachers started to notice some teacher actions less such as managing the class, setting up the rules, time management and securing the order, and not putting too much pressure on students; and started to notice some actions more such as understanding effective teaching and reformminded curriculum, facilitating and ensuring student understanding, connecting mathematics to real life, motivating students to think and reason, conducting student-centered lessons, using multiple instructional methods, preventing misconceptions, being able to understand student questions and their ideas, and asking students to explain and defend their answers (see Appendix 2). Our results are consistent with several studies in the literature that through the use of cases, it is possible to assist teachers to notice more about classroom interactions, and develop their ability to interpret and analyze several features of effective teaching by interacting with each other (Baran, 2007;Calandra, Brantley-Dias, & Dias, 2006;Fadde, Aud, & Gilbert, 2009;Koc, 2011;Lloyd, 1999;Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008;Sowder, 2007;Tripp & Rich, 2012;van Es & Sherin, 2002Walen & Williams, 2000;Zhang, Lundeberg, Koehler, & Eberhardt, 2011). In the present study, the participants analyzed classroom situations from different perspectives as in the study by Yadav et al (2007), and interpreted them in terms of teacher actions reflecting teacher knowledge.…”

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

“…He adds that if the training session takes place in their own school, "the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place" (p. 165). More generally, the support while viewing can be human (Sherin & van Es, 2005), technological or both (Fadde et al, 2009). It should be noted that some studies have shown that human support is more effective than video feedback alone (Cuper, Gong, Farina, & Manning-Osborn, 2007;Halter, 2006;Rich & Hannafin, 2009), even when it takes place online (Koc et al, 2009).…”

“…As an example, a video can be viewed as a class activity (Koc, 2011;Rosaen et al, 2010a) or as a distance-learning activity (Karsenti & Collin, 2011;Krammer et al, 2006), live (Mitchell, Marsh, Hobson, & Sornsen, 2008;Whyte, 2011) or recorded (Kleinknecht & Schneider, 2013;Wang, 2013), as an occasional activity (Calandra et al, 2008;Tripp & Rich, 2012a) or as part of regular activities (Santagata, 2009;, and alone (Star & Stirkland, 2008;van den Berg, 2001) or in a group (Borko et al, 2008;van Es, 2012). Video viewing is also sometimes combined with other technologies such as electronic portfolios (Cooper, 2015;Fadde et al, 2009), online discussions (Koc, Peker, & Osmanoglu, 2009;Llinares & Valls, 2009;Yamamoto & Hicks, 2007), video-conferencing (Dyke, Harding, & Liddon, 2008;Marsh et al, 2009;Wiesemes & Wang, 2010), "multimodal resources": digital pictures and texts (Roche & Gal-Petitfaux, 2015), DVD and CD-ROM (Chan & Harris, 2005;Yung et al, 2007), TV programmes, 5 or web platforms 6 (Aub e, David, Cantin, & Meyer, 2003;Baecher & Kung, 2011;Leblanc & Ria, 2014). However, the number of tools remains limited due to the high time investment required, particularly for organization and management (Krammer et al, 2006), and the high cost (Koc, 2011).…”

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

“…In addition to the more traditional modes of fostering reflection such as journaling and writing, the power of video as a tool for enhancing student teachers' reflective and analytical skills (Whitehead & Fitzgerald, 2007;Fadde, Aud & Gilbert, 2009;Savas, 2012) is now widely acknowledged.…”

“…A number of studies have emphasised the significance of incorporating video in teacher education with respect to its use as a tool for fostering productive discussions and negotiation among trainees within microteaching, leading to the enhancement of teachers' professional development (Glazer, Hannafin & Song, 2005;Ng'ambi & Johnson, 2006;Kuter, Gazi & Aksal, 2012) and the development of their reflective and analytical skills (Whitehead & Fitzgerald, 2007;Harford & MacRuairc, 2008;Fadde et al, 2009;Savas, 2012). Findings drawn from two studies (Fernandez;and Kpanja, 2001) revealed that video-enabled and video-oriented discussion followed by peer feedback and critical reflection helped preservice teachers to identify areas for improvement and increased an awareness of their strengths and weaknesses.…”