Using video to support teachers’ reflective practice : A literature review

Hamel, Christine; Viau‐Guay, Anabelle

doi:10.1080/2331186x.2019.1673689

Cited by 41 publications

(31 citation statements)

References 74 publications

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“…Some studies have characterized the advantages and potential benefits for using virtual reality (e.g., Billingsley et al, 2019 for a review) for inservice and/or preservice teachers (PSTs). Questionably, of the numerous literature reviews on the use of video in TE over the last 10 years (i.e., Brouwer, 2011;Rook and McDonald, 2012;Tripp and Rich, 2012;Marsh and Mitchell, 2014;Gaudin and Chaliès, 2015;Christ et al, 2017;Major and Watson, 2018;Cattaneo et al, 2019;Hamel and Viau-Guay, 2019), none of them reported any use of 360 °video. Further, in higher education, Noetel et al (2021) reported the potentialities and benefits of video, but they didn't identify 360 °video uses.…”

Section: Introductionmentioning

confidence: 99%

360° Video Integration in Teacher Education: A SWOT Analysis

Roche¹,

Kittel

Cunningham

et al. 2021

Front. Educ.

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Section: Introductionmentioning

confidence: 99%

360° Video Integration in Teacher Education: A SWOT Analysis

Roche¹,

Kittel

Cunningham

et al. 2021

Front. Educ.

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“…It also opens new possibilities for research on teaching and learning. The topic of videography in teacher education has been studied intensively in recent years (e.g., [32][33][34][35]), but it seems that no work has yet been done on this topic that deals with videos of this kind. It would be particularly interesting to be able to continue working with HoloLens in this context.…”

Section: Reflections On the Possibilities And Pedagogical Approaches Offered When Working With Hololensmentioning

confidence: 99%

Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations

Wyss

Bührer

Furrer

et al. 2021

MTI

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Augmented Reality (AR) tools are increasingly finding their way into education settings. Although their use is still not widespread in educational contexts, the research literature indicates their potential and effectiveness. However, overall and specifically for the education sector there are still numerous research gaps. This study investigates how the use of head-mounted AR displays such as the Microsoft HoloLens can change learning and what needs to be considered from a didactic perspective. The researched sample consists of 18 student teachers with a nature and technology teaching profile of a German-speaking university of teacher education. The data collection included a written questionnaire, video recordings of a teaching unit with HoloLens examining molecular structures, and one-to-one semi-structured interviews. The results of questionnaires and interviews presented in this paper show that all students were highly motivated to work with this technology in teacher education. The usability of the HoloLens was rated very satisfactory, although many students expressed minor problems. Most students attributed a positive impact on learning to the AR device and stated that the usage of the devices increased their motivation for learning the topic. Overall, the results show that the use of AR in teacher education is considered very valuable and should be increasingly employed in the future.

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“…Quant à elle, la vidéo 360° demeure une alternative qui s'est développée ces dernières années, du fait de son faible coût de production. Le recours à la vidéo dans la formation des enseignants ne demeure pas une pratique récente (Hamel et Viau-Guay, 2019). Son usage constitue un outil puissant de formation professionnelle (Cattaneo, Evi-Colombo, Ruberto et Stanley, 2019, p. 5), permettant un accès concret aux situations de classe (Brouwer, 2011), ou encore à la richesse et la complexité des situations d'enseignement .…”

Section: La Vidéo 360° En Formation Des Enseignantsunclassified

“…Son usage constitue un outil puissant de formation professionnelle (Cattaneo, Evi-Colombo, Ruberto et Stanley, 2019, p. 5), permettant un accès concret aux situations de classe (Brouwer, 2011), ou encore à la richesse et la complexité des situations d'enseignement . Or, à ce jour, les principales revues de littérature du champ de la vidéoformation ne recensent pas d'usages de la vidéo 360° dans la formation des enseignants (Christ, Arya et Chiu, 2017;Gaudin et Chaliès, 2015;Hamel et Viau-Guay, 2019;. En effet, son usage dans le champ de l'éducation et de la formation est en cours de développement (Reyna, 2018) avec un accroissement remarqué dans l'enseignement supérieur (p. ex.…”

Section: La Vidéo 360° En Formation Des Enseignantsunclassified

L'usage de la vidéo 360° dans la formation des enseignants pour « entrer » virtuellement en classe

Roche

Rolland

2020

Med. Med.

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L’étude présentée vise à saisir le potentiel formatif de la vidéo 360° en formation des enseignants, utilisée comme support pour l’analyse de l’intervention professionnelle en Éducation Physique (EP). Elle porte sur l’analyse de l’activité de visionnage par un étudiant d’une séquence vidéo de classe en EP et vise à comprendre l’expérience qu’il en fait. Les résultats montrent que l’exploitation de la vidéo s’accompagne d’une construction de connaissances d’intervention nouvelles et d’expériences immersives proches de celles vécues en situations de classe réelles, dans lesquelles l’étudiant s’engagerait dans une activité de co-intervention avec l’enseignant visionné. Ils révèlent une valence formatrice de l’usage de telles ressources numériques, qui reste à approfondir avec l’étude d’autres cas.

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Using video to support teachers’ reflective practice : A literature review

Cited by 41 publications

References 74 publications

360° Video Integration in Teacher Education: A SWOT Analysis

360° Video Integration in Teacher Education: A SWOT Analysis

Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations

L'usage de la vidéo 360° dans la formation des enseignants pour « entrer » virtuellement en classe

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