教师教育中的课堂视频分析——不同的教学环境如何促进学生教师的课堂管理专业视野

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-02-04 DOI:10.1016/j.learninstruc.2025.102084

Isabell Tucholka, Bernadette Gold

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引用次数: 0

摘要

使用视频案例可以增强实习教师的专业视野，即他们注意和推理课堂事件并产生替代方案的能力。为了成功地培养专业视野，视频需要嵌入到适当的教学环境中，需要检查其有效性。目的本研究探讨不同的教学设置对基于视频的在线课程的学生教师专业视野（注意、推理、生成替代方案）发展的影响。样本参与者为280名实习教师。方法采用2 × 2前测后测设计，学生参加四种条件之一的课程(在概念输入之前或之后进行视频分析；视频分析与比较或非比较任务)。在前后测试中，他们分析了视频片段，使用开放式写作和评级项目来衡量注意、推理（子技能1：解释深度，子技能2：评估）和生成替代方案。我们应用了一个多变量增长模型，时间点（水平1）嵌套在个体（水平2）中，根据条件的随机斜率系数进行回归。结果学生在所有课程条件下都有所提高。处理比较任务的学生在生成替代方案方面表现出色，而在处理视频之前接收概念输入在视频评估技能方面略有优势。结论教学设置的有效性取决于预期的学习目标。在注意和解释深度方面，具体的教学设置似乎不太具有决定性。

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查看原文本刊更多论文

Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management

Background

Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.

Aims

This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).

Sample

Participants were 280 student teachers.

Methods

In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.

Results

Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.

Conclusions

The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.