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Direct linkBergman, Daniel – Teacher Educator, 2015
This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group…
Descriptors: Preservice Teacher Education, Preservice Teachers, Video Technology, Protocol Materials
Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
Arya, Poonam; Christ, Tanya; Chiu, Ming Ming – Journal of Teacher Education, 2014
This study explored how peer and professor facilitations are related to teachers' behaviors during video-case discussions. Fourteen inservice teachers produced 1,787 turns of conversation during 12 video-case discussions that were video-recorded, transcribed, coded, and analyzed with statistical discourse analysis. Professor facilitations (sharing…
Descriptors: Teacher Behavior, Literacy, Protocol Materials, Facilitators (Individuals)
Van Zoest, Laura R.; Stockero, Shari L.; Taylor, Cynthia E. – Journal of Mathematics Teacher Education, 2012
This study investigated the extent to which three sociomathematical and four professional norms intentionally fostered in an early mathematics pedagogy course through the use of a video-case curriculum re-emerged in a similar context with two groups: (1) teacher candidates in the final mathematics pedagogy course of the same teacher education…
Descriptors: Preservice Teacher Education, Beginning Teachers, Preservice Teachers, Education Courses
Fukkink, Ruben G.; Tavecchio, Louis W. C. – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior, were more sensitive and more verbally stimulating than teachers from the control group.…
Descriptors: Feedback (Response), Control Groups, Early Childhood Education, Child Caregivers
