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Mathany, Clarke; Dodd, Jason – Collected Essays on Learning and Teaching, 2018
Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were…
Descriptors: Interviews, Assignments, Video Technology, Protocol Materials
Seidel, Tina; Sturmer, Kathleen; Blomberg, Geraldine; Kobarg, Mareike; Schwindt, Katharina – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This study uses an experimental approach to investigate effects that analyzing videos of one's own versus others' teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion,…
Descriptors: Teaching Methods, Video Technology, Protocol Materials, Teacher Motivation
Coles, Alf – Journal of Mathematics Teacher Education, 2013
Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion…
Descriptors: Video Technology, Discussion Groups, Discussion (Teaching Technique), Facilitators (Individuals)
Kuter, Sitkiye; Gazi, Zehra Altinay; Aksal, Fahriye Altinay – Educational Technology & Society, 2012
The aim of this study was to examine the impact of a videotaped simulated instructional model on prospective language teachers' co-construction of knowledge with the help of their peers and their supervisor in microteaching sessions. Within the framework of action research, a three-phase collaborative coaching model (TCCM) was developed to…
Descriptors: Video Technology, Mixed Methods Research, Microteaching, Preservice Teacher Education
Zhang, Meilan; Lundeberg, Mary; Koehler, Matthew J.; Eberhardt, Jan – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
Although researchers have reported positive effects on teacher learning from observing published video, teachers' own video, and their colleagues' video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of…
Descriptors: Problem Based Learning, Science Teachers, Teaching Methods, Video Technology
Tripp, Tonya R.; Rich, Peter J. – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
If the purpose of reflection is to improve teaching, it is essential to understand how video-aided reflection influences teacher change. Yet, there is limited research addressing how video analysis influences the change process. The purpose of this study was to gain an in depth understanding of how video influences the process of teacher change.…
Descriptors: Video Technology, Educational Technology, Feedback (Response), Teacher Improvement
Masats, Dolors; Dooly, Melinda – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies…
Descriptors: Video Technology, Holistic Approach, Media Literacy, Case Studies
Karsenti, Thierry; Collin, Simon – Campus-Wide Information Systems, 2011
Purpose: One of the major challenges in teacher training programs is the gap between the theory that is presented to pre-service teachers and actual classroom practice. Many researchers, educators, and pre-service teachers have emphasized the difficulty of linking theory and practice in teacher education programs. The purpose of this study is to…
Descriptors: Video Technology, Preservice Teacher Education, Student Teachers, Distance Education
Koc, Mustafa – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video-recorded role playing to simulate classroom memoirs. Each group shared their video cases and interpretations in a class presentation. Qualitative data…
Descriptors: Foreign Countries, Classroom Techniques, Preservice Teacher Education, Role Playing
Douglas, Sarah N.; McNaughton, David; Light, Janice – Journal of Early Intervention, 2013
Paraeducators are frequent sources of support for young children with disabilities in early childhood settings. However, they typically have limited training in providing communication opportunities for children with complex communication needs (CCN). The impact was investigated of providing training in a communication interaction strategy to…
Descriptors: Paraprofessional School Personnel, Online Courses, Young Children, Communication Disorders
Starks, Donna; Nicholas, Howard; Macdonald, Shem – Australian Journal of Teacher Education, 2012
This article develops an expanded, collaborative and structured view of the process of critiquing observed lesson fragments and shows how this process can be used as a model for developing students' understanding and thinking about teaching and learning processes. The authors introduce Carter's (2007) notion of a meta-genre, "[a] way of doing…
Descriptors: Foreign Countries, Learning Processes, Beginning Teachers, Criticism
Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…
Descriptors: Video Technology, Control Groups, Sentences, Science Activities
Wang, Ruolan; Wiesemes, Rolf – Technology, Pedagogy and Education, 2012
In this paper the authors present findings from a small-scale study in order to extend their understanding of using live video conferencing in initial teacher education. Four distinct steps, consisting of observation, contextualisation, reflection and development of personal practices, were identified based on an in-depth focus group interview.…
Descriptors: Foreign Countries, Observation, Focus Groups, Protocol Materials
Colasante, Meg – Australasian Journal of Educational Technology, 2011
This case study examined the integration of a media annotation tool ("MAT") into the learning and assessment activities of an undergraduate teaching (physical education) course. The media form or artefact for annotation was video recordings demonstrating individual learners' teaching practice. The learners categorised (marked sections)…
Descriptors: Foreign Countries, Feedback (Response), Physical Education, Interviews
Kurz, Terri L.; Batarelo, Ivana – TechTrends: Linking Research and Practice to Improve Learning, 2010
After interacting with a Best Practices video case whole class and individually, preservice teachers were asked to reflect on what features they deemed helpful. In addition, they were asked to reflect on what additional features they would find desirable. The constant comparative method was used to analyze the data (Glaser, 1965). Three features…
Descriptors: Grounded Theory, Classroom Techniques, Preservice Teacher Education, Preservice Teachers