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This paper deals with student teachers' school practice improvement by using video based intervention to improve their perceptual capabilities and thinking about lesson events. The main purpose of this work is to test a methodology of lesson observation using modified Gagné's model of lesson events.There exist major differences between novice and expert teachers thinking process and perceptual capabilities (Berliner 1987, Berliner et al. 1988, Carter et al. 1987, Krull et al. In press, Sabers et al. 1987, Sato et al. 1993). In the study carried out in Tartu University we found that major differences were founded in novice and expert teachers' comments about providing learning guidance for supporting semantic coding in pupils.The subjects of this study were 13 student teachers in experimental group and 12 student teachers in control group. Research subjects were shown before and after their school practice a videotaped lesson of mother tongue in grade seven, and while watching, they were asked to comment on the lesson. During school practice research subjects had to participiate in special seminars of lesson observation were they had shown 4 different videotaped lessons - two lessons of ed teachers and two lessons of student teachers. After every seminar the research subjects were asked to analyze these lessons in writing. Research subjects were introduced with and used in their lesson analyses Gagné's model of instructional units which was modified (see Krull et al. In press).It is expected that research subjects make more comments and refer more to Gagné's lesson events than student teachers in control group. It is obvious that student teachers make more remarks about lesson eventsBerliner, D. C. (1987). In pursuit of the expert pedagogue. Educational Researcher, 15, 5-13.Berliner, D. C., Stein, P., Sabers, D., Clarridge, P. B., Cushing, K. & Pinnegar, S. (1988). Implications of research on pedagogical expertise and experience for mathematics teaching. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching. Reston, VI; National Council of Teachers Mathematics. Carter, K., Sabers, D., Cushing, K., Pinnegar, P. & Berliner, D.C. (1987). Processing and using information about students: A study of expert, novice and postulant teachers. Teaching and Teacher Education, 3, 147-157. Krull, E., Oras, K. & Sisask, S. (xxxx) Differences in teachers' comments on classroom events as indicators of their professional development. Teaching and Teacher Education. (In press). Sabers, D., Cushing, K. & Berliner, D.C. (1991). Differences among teachers in task characterized by simultanity, multidimensionality and immediacy. American Educational Research Journal, vol. 28, 63-88. Sato, M., Akita, K. & Iwakawa, N. (1993). Practical thinking styles of teachers: Acomparative study of expert and novice thought process and its implications for rethinking teacher education in Japan. Peabody Journal of Education, 68, 100-110.
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