Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument

Keppens, Karolien; Consuegra, Els; Goossens, Maarten; Mæyer, Sven De; Vanderlinde, Ruben

doi:10.1016/j.tate.2018.10.007

Cited by 32 publications

(20 citation statements)

References 57 publications

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“…The affordances of VR, such as providing a safe environment for experimenting with courses of actions that are high-stake in real-life, are not only beneficial for initial teacher education, but also for the professional development of in-service teachers. For instance, many in-service teachers are not equipped with the expertise needed to conduct inclusive instruction (Keppens et al 2019). Studies that we reviewed already demonstrated the effectiveness of engaging teachers in high-risk situations, such as interacting with students with substance abuse issues (Stavroulia et al 2019) or students on the Autism spectrum (Garland et al 2015).…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Huang¹,

Richter²,

Kleickmann³

et al. 2021

Preprint

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Virtual reality (VR) is a technology that recreates realistic scenarios in a controllable virtual environment. VR has been widely adopted in professional training of situational, adaptive, and complex skills within various occupations, yet the field of teacher education has only just started to utilize this technology in the recent decade. In order to advance the application of VR in teacher education, the current review presents a synopsis of state-of-the-art literature from 2010 to 2020. We conducted a review regarding the details of program implementation (e.g., VR system and simulated situations), intended outcomes (e.g., factual/conceptual or procedural knowledge), and measures used to evaluate the effectiveness of teacher education programs that implemented various VR systems. Based on the review of 46 empirical studies, we found that 1) VR-based training programs mostly targeted pre-service teachers, and that they most frequently simulated instructional situations; 2) VR has been used most often for fostering procedural knowledge; 3) the majority of studies reported positive results regarding the intended outcomes and the effectiveness of VR has been measured mostly by teachers’ self-reports. We also identified areas of improvement and future directions for the application of VR in teacher education and teacher education research.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Huang¹,

Richter²,

Kleickmann³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…The notion of professional vision was later used in research on teaching and teacher education to frame how teachers perceive and observe what happens during class. For example, Keppens et al (2019) reported that teachers' professional vision was oriented toward teacher-student interactions and differentiated instruction. Meschede et al (2017) showed that professional vision and pedagogical content knowledge were highly interrelated.…”

Section: Classroom Professional Vision and Teacher Expertisementioning

confidence: 99%

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals

et al. 2020

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Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning processes after viewing classroom photographs with varying presentation time and interactional complexity. A 3 × 2 × 4 factorial design was used. Teacher expertise (pre-service teachers vs. in-service teachers vs. school principals) was a between-group factor, presentation time (1 vs. 3 s) and complexity (teacher vs. dyad vs. small group vs. whole class) were within-group factors. Analysis of verbal reports suggested that in-service teachers and school principals used significantly more episodic knowledge, content knowledge, and pedagogical content knowledge in their reasoning than pre-service teachers did. Explanations with mathematical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing the teacher only. Explanations with pedagogical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing a small group. Across time and complexity, school principals verbalized less frequently what they noticed. In-service teachers and school principals verbalized significantly more self-monitoring and more predictions of teacher actions than pre-service teachers. The study findings contribute to the growing body of evidence on classroom professional vision, teacher noticing, and visual teacher expertise, and provide initial evidence on expert teachers' frequent metacognitive self-monitoring.

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“…Similar tools -largely focused on mathematics and nondomain-specific professional vision in primary, middle and secondary education -have yet to be validated but show encouraging psychometric properties (e.g. Kaiser, Busse, Hoth, König & Blömeke, 2015;Knievel, Lindmeier & Heinze, 2015;Keppens, Consuegra, Goossens, De Maeyer & Vanderlinde, 2019;. To our knowledge, the only validated preschool measure is the Video Assessment of Interactions and Learning (VAIL).…”

Section: Using Video Observations ('Professional Vision') To Elicit Pmentioning

confidence: 99%

Mathers (in press) Using video to assess preschool teachers’ pedagogical knowledge

Mathers¹

2021

Preprint

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Theory suggests that effective real-time decision-making in classrooms requires teachers to have flexible access to rich and well-organised knowledge of effective teaching practices. Yet prior research on the role and importance of procedural knowledge has been equivocal. This exploratory study used a new video measure of procedural knowledge to examine relationships with observed classroom quality, and establish which opportunities to learn (qualifications, professional development, classroom experience) predict greater knowledge. It focused on preschool teachers’ knowledge of oral language pedagogy, on the basis that early language provides the foundation for children’s later learning. The sample comprised 104 teachers participating in a wider RCT, designed to evaluate a professional development intervention. Teachers were shown two short videos of classroom interactions and asked to identify instances of effective practice. Responses were coded to capture three facets: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). The three facets could be empirically distinguished. Explicit and higher-order procedural knowledge (naming, interpreting) most strongly predicted classroom quality. Formal learning opportunities were stronger predictors of procedural knowledge than classroom experience. Intervention effects on classroom quality were mediated by knowledge. Implications for workforce development are discussed.

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Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument

Cited by 32 publications

References 57 publications

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Virtual Reality in Teacher Education From 2010 to 2020: A Review of Program Implementation, Intended Outcomes, and Effectiveness Measures

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals

Mathers (in press) Using video to assess preschool teachers’ pedagogical knowledge

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