Using video to develop teaching:
Introduction -- Imaging teacher learning. From analog to digital -- Changing instruction through Visual Teacher Learning -- The power of video feedback with structured viewing guides -- In search of effective guidance for preservice teachers' viewing of classroom video -- Activating learners. T...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2022
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Introduction -- Imaging teacher learning. From analog to digital -- Changing instruction through Visual Teacher Learning -- The power of video feedback with structured viewing guides -- In search of effective guidance for preservice teachers' viewing of classroom video -- Activating learners. The impact of peer coaching with video on teaching and learning -- The production of classroom video -- Using video for activating instruction -- Resources for practitioners "The introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour. Based on extensive literature reviews this book provides an overview of "visual teacher learning" and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research"-- |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xv, 399 Seiten Diagramme |
| ISBN: | 9780367353797 9780367353803 |
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| 520 | 3 | |a Introduction -- Imaging teacher learning. From analog to digital -- Changing instruction through Visual Teacher Learning -- The power of video feedback with structured viewing guides -- In search of effective guidance for preservice teachers' viewing of classroom video -- Activating learners. The impact of peer coaching with video on teaching and learning -- The production of classroom video -- Using video for activating instruction -- Resources for practitioners | |
| 520 | 3 | |a "The introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour. Based on extensive literature reviews this book provides an overview of "visual teacher learning" and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research"-- | |
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Datensatz im Suchindex
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| adam_text | CONTENTS Lût offigures List of tables List of boxes Preface Acknowledgements X xi xii χία xiv Introduction 1 1 Aims of this book 1 Quality learning and quality teaching 4 The relation between teaching and learning Higher-order teaching 12 Quality standards for teacher learning 15 Preservice teacher education 16 Induction of beginning teachers 26 Alternative certification programmes 28 Professional development 29 Overview of chapters 34 2 Imaging teacher learning: From analog to digital Review questions 37 Method 38 Source selection 38 Procedure 39 4 37
vi Contents Analog video use 39 Microteaching 40 Self-confrontation 42 Self-modelling 43 Microteaching, self-confrontation and selfmodelling compared 44 Digital video use 45 The special affordances of digital video 46 Preparing for teaching 49 Studying teaching and learning 58 Training teaching skills 68 Video platforms for teachers 74 Computer-supported collaborative learning around video 81 Online support of classroom teaching 91 Functions and features of digital video applications 97 Concepts and terminology 97 General trends 98 Conclusions WO What we know and how we know it 100 OutcomesrWhat do teachers learn when using digital video? 104 Processes: How do teachers learn when using digital video? 108 Conditions: In what kinds of learning environments do teachers learn when using digital video? 113 What we need to know more 116 Visual Teacher Learning, a model 119 3 Changing instruction through Visual Teacher Learning Introduction 123 Method 126 Search procedure 126 Selection criteria 127 Analysis 129 Findings 132 Scope 132 Method use and the issue of causation 133 Changes in teachers’instructional action 136 Impact on pupil learning 149 Processes of teacher learning 154 Conditions in teachers’ learning environments 161 Conclusions 164 Teacher and pupil outcomes 165 123
Contents vii Processes 166 Conditions 168 Coda 169 4 The power of video feedback with structured viewing guides 172 in cooperation with Eric Besselink and Ida Oosterheert Introduction 173 Features of effective teacher education and professional development 173 Professional vision and teacher behaviour change Intervention design 175 Research aim and questions 177 Three interventions: contexts and goals 177 Reading comprehension 178 Writing instruction 181 Writing feedback 182 Method 182 Research design 185 Participants 185 Data collection 186 Dataanalysis 187 Validity checks 188 Findings 190 Changes in instructional behaviour 190 Comparison of intervention outcomes 194 Preservice teacher learning experiences 196 Discussion 197 Conclusions and impheations 197 Limitations and further research 199 5 In search of effective guidance for preservice teachers’ viewing of classroom video in cooperation with Fokelien Robijns Introduction 201 Research design 203 Pilot study 203 Main study 204 Findings 205 173 200
viii Contents Response 205 Condensed version of the Cognitive Development Process Model 205 Statements about the mathematics lesson Differences between conditions 207 The use of viewing guides 208 Conclusions and recommendations 209 Conclusions 209 Recommendations 210 6 206 Activating learners: The impact of peer coaching with video on teaching and learning 212 in cooperation with Harmen Schaap Introduction 213 Features of effective professional development 213 Research questions 215 Peer coaching and Visual Teacher Learning 216 Case description 217 Research model 222 Method 223 Research design 223 Respondents 224 Instrumentation and data collection 227 Data analysis 239 Findings 242 Teacher learning during participation 242 Pupil learning 247 Development of teaching after participation 251 Influence of the learning environment 263 Conclusions and discussion 277 Conclusions 277 Discussion 286 Outlook 296 7 The production of classroom video Introduction 298 The social nature of perception and interpretation 300 The viewer as receiver 300 The producer as sender 301 Guidelines for the production of classroom video 303 298
Contents What is portrayed as good teaching 306 The making of moving images about teaching and learning Framing 316 Privacy 321 8 Using video for activating instruction ix 309 324 - Introduction 324 Video as a medium for instruction 325 The teacher as multimedia user and producer 328 Hypervideo for teacher-learner cooperation 330 Video for pupil consultation 332 tEchna, a project about Electricity 333 Evaluating tEchna 333 Conclusion 335 9 336 Resources for practitioners Video platforms listed 337 Organising and facilitating peer coaching with video Data protection 337 Producing viewing guides 340 Film and discuss your lesson 341 Preparing for peer coaching with video 342 Filming in classrooms 344 Sharing classroom video with colleagues 345 Analysing and discussing video clips 345 Planning new lessons 346 Producing classroom video 347 Collegial collaboration 349 Using instructional video 350 Consulting learners 350 References Abbreviations Credits Author index Subject index 337 852 883 886 889 894
|
| adam_txt |
CONTENTS Lût offigures List of tables List of boxes Preface Acknowledgements X xi xii χία xiv Introduction 1 1 Aims of this book 1 Quality learning and quality teaching 4 The relation between teaching and learning Higher-order teaching 12 Quality standards for teacher learning 15 Preservice teacher education 16 Induction of beginning teachers 26 Alternative certification programmes 28 Professional development 29 Overview of chapters 34 2 Imaging teacher learning: From analog to digital Review questions 37 Method 38 Source selection 38 Procedure 39 4 37
vi Contents Analog video use 39 Microteaching 40 Self-confrontation 42 Self-modelling 43 Microteaching, self-confrontation and selfmodelling compared 44 Digital video use 45 The special affordances of digital video 46 Preparing for teaching 49 Studying teaching and learning 58 Training teaching skills 68 Video platforms for teachers 74 Computer-supported collaborative learning around video 81 Online support of classroom teaching 91 Functions and features of digital video applications 97 Concepts and terminology 97 General trends 98 Conclusions WO What we know and how we know it 100 OutcomesrWhat do teachers learn when using digital video? 104 Processes: How do teachers learn when using digital video? 108 Conditions: In what kinds of learning environments do teachers learn when using digital video? 113 What we need to know more 116 Visual Teacher Learning, a model 119 3 Changing instruction through Visual Teacher Learning Introduction 123 Method 126 Search procedure 126 Selection criteria 127 Analysis 129 Findings 132 Scope 132 Method use and the issue of causation 133 Changes in teachers’instructional action 136 Impact on pupil learning 149 Processes of teacher learning 154 Conditions in teachers’ learning environments 161 Conclusions 164 Teacher and pupil outcomes 165 123
Contents vii Processes 166 Conditions 168 Coda 169 4 The power of video feedback with structured viewing guides 172 in cooperation with Eric Besselink and Ida Oosterheert Introduction 173 Features of effective teacher education and professional development 173 Professional vision and teacher behaviour change Intervention design 175 Research aim and questions 177 Three interventions: contexts and goals 177 Reading comprehension 178 Writing instruction 181 Writing feedback 182 Method 182 Research design 185 Participants 185 Data collection 186 Dataanalysis 187 Validity checks 188 Findings 190 Changes in instructional behaviour 190 Comparison of intervention outcomes 194 Preservice teacher learning experiences 196 Discussion 197 Conclusions and impheations 197 Limitations and further research 199 5 In search of effective guidance for preservice teachers’ viewing of classroom video in cooperation with Fokelien Robijns Introduction 201 Research design 203 Pilot study 203 Main study 204 Findings 205 173 200
viii Contents Response 205 Condensed version of the Cognitive Development Process Model 205 Statements about the mathematics lesson Differences between conditions 207 The use of viewing guides 208 Conclusions and recommendations 209 Conclusions 209 Recommendations 210 6 206 Activating learners: The impact of peer coaching with video on teaching and learning 212 in cooperation with Harmen Schaap Introduction 213 Features of effective professional development 213 Research questions 215 Peer coaching and Visual Teacher Learning 216 Case description 217 Research model 222 Method 223 Research design 223 Respondents 224 Instrumentation and data collection 227 Data analysis 239 Findings 242 Teacher learning during participation 242 Pupil learning 247 Development of teaching after participation 251 Influence of the learning environment 263 Conclusions and discussion 277 Conclusions 277 Discussion 286 Outlook 296 7 The production of classroom video Introduction 298 The social nature of perception and interpretation 300 The viewer as receiver 300 The producer as sender 301 Guidelines for the production of classroom video 303 298
Contents What is portrayed as good teaching 306 The making of moving images about teaching and learning Framing 316 Privacy 321 8 Using video for activating instruction ix 309 324 - Introduction 324 Video as a medium for instruction 325 The teacher as multimedia user and producer 328 Hypervideo for teacher-learner cooperation 330 Video for pupil consultation 332 tEchna, a project about Electricity 333 Evaluating tEchna 333 Conclusion 335 9 336 Resources for practitioners Video platforms listed 337 Organising and facilitating peer coaching with video Data protection 337 Producing viewing guides 340 Film and discuss your lesson 341 Preparing for peer coaching with video 342 Filming in classrooms 344 Sharing classroom video with colleagues 345 Analysing and discussing video clips 345 Planning new lessons 346 Producing classroom video 347 Collegial collaboration 349 Using instructional video 350 Consulting learners 350 References Abbreviations Credits Author index Subject index 337 852 883 886 889 894 |
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| spelling | Brouwer, Niels 19XX- Verfasser (DE-588)1267518952 aut Using video to develop teaching Niels Brouwer London ; New York Routledge 2022 xv, 399 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Introduction -- Imaging teacher learning. From analog to digital -- Changing instruction through Visual Teacher Learning -- The power of video feedback with structured viewing guides -- In search of effective guidance for preservice teachers' viewing of classroom video -- Activating learners. The impact of peer coaching with video on teaching and learning -- The production of classroom video -- Using video for activating instruction -- Resources for practitioners "The introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour. Based on extensive literature reviews this book provides an overview of "visual teacher learning" and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research"-- Lehrer (DE-588)4035088-5 gnd rswk-swf Lehrerin (DE-588)4035097-6 gnd rswk-swf Unterrichtsanalyse (DE-588)4078634-1 gnd rswk-swf Videoaufzeichnung (DE-588)4188222-2 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Digital video Interactive videos Educational technology Lehrer (DE-588)4035088-5 s Lehrerin (DE-588)4035097-6 s Videoaufzeichnung (DE-588)4188222-2 s Unterrichtsanalyse (DE-588)4078634-1 s Unterrichtsforschung (DE-588)4135175-7 s DE-604 Erscheint auch als Online-Ausgabe 978-0-429-33109-1 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033785311&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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