Peculiarities of video materials usage in teaching: analysis of pedagogical practices of laureates and winners of pedagogical mastership contests

Abstract

Introduction. The relevance of the topic is determined by a wide variety of innovative pedagogical technologies associated with the unlimited opportunities of the digital age, which allow the modern teacher to develop and apply in practice the individual educational trajectories of professional growth. One of the productive technologies of the educational process arrangement is the use of video materials in the lessons of the teachers – laureates and winners of competitions of pedagogical excellence. The article aims to analyze successful practices of pedagogical activities of laureates and winners of pedagogical competitions in the aspect of identification, substantiation, and use of information and training potential of video materials. Materials and Methods. A total of 142 teachers from the Russian Federation and CIS countries participated in the study – 30 men and 112 women. The average age of the teachers was 44 years with a deviation of 10 years. Research methods: tabular data presentation, charts, descriptive statistics (arithmetic mean, etc.), r-Spearman correlation coefficient. Results of the study. One of the important questions of the research of determining the criteria that teachers are guided by when selecting videos for the lesson showed that out of the six proposed criteria they highlighted the following in terms of importance: “relevance of information within the topic” (174 points), “students’ interests” (164 points), “educational value of the video fragment” (130 points), “methodological appropriateness” (129 points), “modernity and relevance of the material” (128 points), “degree of emotional impact” (127 points). No statistically significant correlations between these criteria were found. This suggests a significant scattering of opinions and priorities. Conclusion. Prospects for future research are related to the identification of the developing potential of video materials as a learning technology in the educational environment, which is productive not only as a passive source of reinforcement methodical resources of the lesson, but also as a means of autonomous practice of authorization by the teacher and students of their own potential of the educational activities’ organization.