Video-based teacher development: an intervention study in China

Author(s):

guoyuan sangJohan vanBraak Martin Valcke

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES F8, Pre Conf Parallel Session

Time:

2009-09-26

09:00-10:30

Room:

HG, HS 16

Chair:

Meinert Arnd Meyer

Contribution

The use of multi-media cases provides another avenue for investigating classroom life and meanings. By viewing, analyzing, commenting on video cases from classrooms, researchers and/or practitioners can investigate the visible practice of teaching and raise questions about the associated thinking of teachers and students. This kind of pedagogical tools can help teachers adopt an inquiring stance and flexible thinking about teaching and learning. The present study aims at influencing teachers’ educational beliefs of teaching and learning, self-efficacies about science teaching and leaning, and self-efficacies about technology integration, in a context of Chinese primary schools.

Method

A quasi-experiment method is used in this intervention. The subjects (total n=40 teachers, with 20 in each group) are primary science teachers enrolled in this training project by educational bureau of a suburb district in Beijing. The experimental group will receive a treatment of an eight-week video-based training project. Before and after the treatment, both group members will be asked to finish the pre/post-test questionnaires. Classroom observations, in-depth interviews, group discussions will follow the training process.

Expected Outcomes

（to be developed）

References

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Author Information

guoyuan sang

university of ghent

gent

Johan vanBraak

university of ghent, Belgium

Martin Valcke

university of ghent, Belgium

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