Methodologies of Mediation in Professional Learning

Orland‐Barak, Lily; Maskit, Ditza

doi:10.1007/978-3-319-49906-2

Cited by 15 publications

(10 citation statements)

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“…On the one hand, it helps to avoid a purely theory-based education that leads to practice shock [28]; on the other hand, it prevents over-simplified adoptions of practice routines that are disconnected from scientific knowledge about teaching [8]. Representations of practice provide a possibility to foster relations of theory and practice through contextualization and abstraction during the process of reflective thinking [3,29]).…”

Section: Selective Attention Reflective Thought and Theory-practice I...mentioning

confidence: 99%

“…Over the past 15 years, approaches that enable student teachers to learn from practice by using representations of practice (particularly via video) have steadily increased. Representations of practice can be described as a window into practice that enables students to experience and understand teaching [2,3]. They are considered to enable students to approximate practice in a controlled environment and thus prepare them for professional action [4].…”

Section: Introductionmentioning

confidence: 99%

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Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

et al. 2022

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This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers‘ analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students’ analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students’ analyses.

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Section: Selective Attention Reflective Thought and Theory-practice I...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

et al. 2022

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“…Infographics can also be used as an essential learning tool to instruct and educate people from different ages and literacy levels, as they make complex text-based information simpler and more accessible (Matrix et al, 2014 andOrland-Barak andMaskit, 2017). Studies have shown that using infographics improves learning, user experience, understanding and achievement (Baglama et al, 2017;Cific, 2016;Bailey et al, 2014).…”

Section: 4 I N F O G R a P H I C Smentioning

confidence: 99%

Visualizing the terror threat

Lonsdale¹,

Lonsdale²,

Baxter³

et al. 2021

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Terrorism represents one of the most pressing contemporary security threats. As a consequence, governments provide information to the public on threat levels and on how to respond to terror incidents. To effectively reassure the public, and to increase their vigilance, it is essential that the information communicated is accessible, clear, actionable and engaging. This is the first empirical study in the world to explore the impact of information design principles and visualization of information on the communication of security information related to terrorism. Two different but complementary strands were devised: Strand 1 - compared whether more visualized information was more effective than text dense information at communicating to the public; Strand 2 - compared whether a motion graphics was more effective than an infographic at communicating to the public. An initial usability test was conducted to identify existing problems and needs. Several other usability tests and iterations were then conducted to develop new design solutions. Empirical testing was then conducted for final evaluation and validation, collecting quantitative and qualitative data. Results show significant differences between pre- and post-knowledge of the Terror Threat Levels. Results also show significant differences between text dense information and more visualized information. Results further show no significant difference between communicating information via an infographic or motion graphics in situations where information needs to be assimilated as a crescendo (i.e. levels of severity) or as a series of steps to be followed (action in an emergency). This study provides important guidelines on how to effectively communicate security information to the public, with practical implications for security agencies.

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“…These studies also emphasize the benefits of peer-to-peer observation while demonstrating the manifold opportunities provided by the video format (Danielowich and McCarthy, 2013; Hamilton, 2013; McFadden et al , 2014; Nielsen, 2015; Powell, 2016; Ramos et al , 2015; Rich and Hannafin, 2008; Santagata and Yeh, 2014). Specifically, videos allow multiple viewings and thus allow the viewer repeated opportunities to watch and reflect upon the lesson being observed (Orland-Barak and Maskit, 2017). Furthermore, video analysis offers “potentially rich, complimentary, and highly situated methods to elicit teachers' beliefs about specific teaching practices” (Rich and Hannafin, 2008, p. 87).…”

Section: Literature Reviewmentioning

confidence: 99%

Near-peer video-based feedback: a useful activity for aspiring school leaders?

Kearney

Jurica

Entzi³

2020

IJMCE

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PurposeThis study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.Design/methodology/approachThis study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.FindingsIn regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.Research limitations/implicationsThis study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.Practical implicationsThis study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.Originality/valueThis research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.

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Methodologies of Mediation in Professional Learning

Cited by 15 publications

References 0 publications

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Visualizing the terror threat

Near-peer video-based feedback: a useful activity for aspiring school leaders?

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