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ERIC Number: EJ1039458
Record Type: Journal
Publication Date: 2014-May
Pages: 21
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0020-4277
Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies to Promote Reflection
Blomberg, Geraldine; Sherin, Miriam Gamoran; Renkl, Alexander; Glogger, Inga; Seidel, Tina
Instructional Science: An International Journal of the Learning Sciences, v42 n3 p443-463 May 2014
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers' (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A