Video-Interventions : Bridges Between Theory and Practice in Pre-Service Teachers' Development.

Cover -- Content -- Introduction -- /Chapter 1/ Theoretical framework -- 1.1 Professional vision -- 1.2 Practice-based education of future teachers -- 1.2.1 The conception of quality teaching -- 1.2.2 Reflective tasks around videos -- 1.3 Video-interventions and their influence on pre-service teachers' noticing and knowledge-based reasoning -- 1.4 Summary and terminology used in the book -- /Chapter 2/ Video-interventions - design and overview of their implementation -- 2.1 Design of the video-interventions -- 2.1.1 Selection of videos for the 'public video' intervention -- 2.1.2 The PSTs' own lessons for the 'own video' intervention -- 2.1.3 Homework tasks -- 2.1.4 In-session work -- 2.2 Overview of interventions -- 2.3 'Public video' interventions for each subject group -- 2.3.1 Elementary Art Education (EAE) -- 2.3.2 Elementary Social Studies (ESS) -- 2.3.3 Biology (BI) -- 2.3.4 English Language (EL) -- 2.3.5 Mathematics (MA) -- 2.4 'Own video' interventions for each subject group -- 2.4.1 Elementary Art Education (EAE) -- 2.4.2 Elementary Social Studies (ESS) -- 2.4.3 Biology (BI) -- 2.4.4 English Language (EL) -- 2.4.5 Mathematics (MA) -- 2.5 Summary -- /Chapter 3/ Focus on noticing and knowledge-based reasoning (Study 1) -- 3.1 Literature review -- 3.1.1 'Own video' versus 'public video' interventions -- 3.1.2 Noticing expert phenomena and PSTs' alignment with the experts' views -- 3.2 An embedded study: Identification of expert phenomena -- 3.2.1 Participants - experts -- 3.2.2 Data analysis -- 3.2.3 Results: Expert phenomena -- 3.3 Research design of Study 1 -- 3.3.1 Participants -- 3.3.2 Research instruments -- 3.4 Participants according to the initial questionnaire -- 3.4.1 Future elementary teachers (EAE, ESS) -- 3.4.2 Future lower and upper secondary teachers (BI, EL, MA) -- 3.5 Analysis of data.

3.5.1 Noticing and knowledge-based reasoning (Study 1a) -- 3.5.2 Expert-like noticing and reasoning (Study 1b) -- 3.6 Results -- 3.6.1 Noticing and knowledge-based reasoning (Study 1a) -- 3.6.2 Noticing and reasoning about expert phenomena (Study 1b) -- 3.6.3 Pre-service teachers' noticing of and reasoning about the expert phenomena -- 3.7 Discussion and conclusions -- 3.7.1 Noticing and knowledge-based reasoning (Study 1a) -- 3.7.2 Noticing of and reasoning about expert phenomena (Study 1b) -- /Chapter 4/ Focus on pre-service teachers' voices (Study 2) -- 4.1 Literature review -- 4.2 Methodology -- 4.2.1 Post-questionnaire -- 4.2.2 Analysis of data -- 4.3 Results -- 4.3.1 Professional self-development -- 4.3.2 The structure and organisation of the video-interventions -- 4.4 Discussion and conclusion -- 4.4.1 The PSTs' perception of their development during the video-interventions -- 4.4.2 Learning to notice and development of knowledge-based reasoning? -- 4.4.3 The PSTs' views about the structure and organisation of video-interventions -- /Chapter 5/ Focus on individual pre-service teachers (Study 3) -- 5.1 Elementary Art Education: Olive and Paula learn differently -- 5.1.1 Olive learns to notice details and focuses on pupils -- 5.1.2 Paula becomes aware of the gaps in her expert knowledge -- 5.1.3 Conclusion for Olive and Paula -- 5.2 Elementary social studies: Mary and Rosa's different approaches to teaching influence their learning in the video-intervention -- 5.2.1 Mary and Rosa develop their conception of social studies teaching -- 5.2.2 How Mary and Rosa worked during the video-intervention -- 5.2.3 Mary and Rosa perceive benefits of their participation in the video-intervention differently -- 5.2.4 Conclusion for Mary and Rosa -- 5.3 Biology: Michelle and Rachel benefit differently in the video-intervention.

5.3.1 Michelle and Rachel differ in their approaches to the work within the video-intervention and their beliefs about what they learnt -- 5.3.2 Michelle and Rachel notice differently in the hot and the distanced reflections -- 5.3.3 Michelle and Rachel differ in their noticing and knowledge-based reasoning -- 5.3.4 Conclusion for Michelle and Rachel -- 5.4 English Language: Types of videos influence Phoebe and Olga's learning -- 5.4.1 Phoebe develops her skills through other PSTs' reflections -- 5.4.2 Olga develops her skills through her own reflections -- 5.4.3 Conclusion for Phoebe and Olga -- 5.5 Mathematics: Interactions with peers influence Randy and Hilary's learning -- 5.5.1 Randy changes his views -- 5.5.2 Hilary learns to notice details -- 5.5.3 Conclusion for Randy and Hilary -- 5.6 Summary and conclusions -- /Chapter 6/ Focus on development in the ability to reflect in the 'own video' setting (Study 4) -- 6.1 Elementary Art Education: Alma changes her views based on her peers' critical feedback -- 6.1.1 Alma's preparation and conducting of the lesson -- 6.1.2 Developments in Alma's reflection on her lesson -- 6.1.3 Conclusion for Alma -- 6.2 Elementary Social Studies: The PSTs' fears and doubts decrease -- 6.2.1 Fear of indoctrination -- 6.2.2 Doubts about the effectiveness of the planned lesson for the acquisition of knowledge -- 6.2.3 Mediation of the difficulty of the topic for pupils -- 6.2.4 Conclusion for the Elementary Social Studies group -- 6.3 Biology: The PSTs change their views of the lesson when confronted with the views of others -- 6.3.1 Issues related to management and pedagogy in Camilla's lesson -- 6.3.2 Subject-specific aspects of Camilla's lesson -- 6.3.3 Issues from Camilla's lesson considered noteworthy by the PSTs -- 6.3.4 Conclusion for the Biology group.

6.4 English language: Nel's reflective approach develops thanks to the tasks and her peers' and the course leader's input -- 6.4.1 Nel's hot reflection and work with her experimental lesson -- 6.4.2 Nel's reflection on a lesson taught by her peer -- 6.4.3 Nel's revisiting of the experimental lessons and revision of the plan -- 6.4.4 Nel's perception of her learning in the video-interventions -- 6.4.5 Conclusion for Nel -- 6.5 Mathematics: Asking pupils to justify is the missing variable in Megan's lesson -- 6.5.1 Megan's teaching reflections soon after the lesson -- 6.5.2 Megan's lesson reflection with the help of the video-recording -- 6.5.3 Important moments in Megan's lesson -- 6.5.4 Conclusion for the Mathematics group -- 6.6 Summary of case studies -- /Chapter 7/ Conclusions, limitations and implications -- 7.1 Results -- 7.2 Implications -- 7.3 Limitations and further research -- 7.4 Conclusions -- References -- Appendices -- A1. Initial questionnaire (pre-Q) -- A2. Post-questionnaire (post-Q) -- A3. Delayed questionnaire (del-Q) -- A4. Expert phenomena identified in the pre- and post-task lessons and their brief descriptions -- A5. Possible interpretative framework, version adapted for mathematics -- Abbreviations -- Index -- Author index.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.