Session Information
SES B 05, Paper Session
Paper Session
Contribution
Video has been used in teacher education since the 1960s when portable video equipment first became available (Wang & Hartley, 2003; Willis & Mehlinger, 1996). A variety of different uses have been developed since this time, from micro-teaching, to interaction analysis, to video-based cases (Sherin, 2004). Video-based materials can help teachers notice and recall events not easily observed during the act of teaching (Frederiksen, Sipusic, Sherin & Wolfe, 1998). Much of the research on the impact of video-based reflections cites the benefits of using videos, but the studies do not reflect a comparison of teachers in a common context who use video cases to those whose reflections are based only on memory and written records of practice (Givvin, Lemmens, & Santagata, 2007; Sherin & van Es, 2005).
A gap exists between teacher education theory and practice in Chinese educational settings. Student-teachers’ theories, beliefs, knowledge should be challenged through vivid, model and integrated design of video-cases. By allowing teachers to remove themselves from the demands of the classroom, viewing video may prompt teachers to develop new ways to examine what happens in their classrooms. The purpose of the study is to challenge student teachers’ educational beliefs and ICT efficacies through a video case-based intervention program.
From the problems discussed above, the following research questions emerge: Can student teachers’ educational beliefs and ICT efficacies through a video case-based intervention program? How student teachers perceive the experience of participating in the intervention program that employs video cases?
Method
Expected Outcomes
References
Daniel, P. (1996). Helping beginning teachers link theory to practice: An interactive multimedia environment for mathematics and science teacher preparation, Journal of Teacher Education, 47(3), 197-204. Finn, L. (2002). Using video to reflection on curriculum. Educational Leadership, 59(6), 72-74. Frederiksen, J. R., Sipusic, M. Sherin, M., & Wofle, E. W. (1998). Video portfolio assessment: Creating a framework for viewing functions of teaching. Educational Assessment, 5(4), 255-297. Laferriere, T., Lamon, M., & Chan, C. K. K. (2006). Emerging e-trends and models in teacher education and professional development. Teaching Education, 17, 75-90. Lim, C. P. & Chan, B. C. (2007). microLESSONS in teacher education: Examining pre-service teachers' pedagogical beliefs. Computers & Education, 48(3) Riggs, I., & Knochs, L. (1990). Towards the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625-637. Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 75-491. Sykes, G., & Bird, T. (1992). Teacher education and case idea. In G. Grant (Ed.), Review of research in education (Vol. 18, pp.457-521). Washington, DC: American Educational Research Association. Van Den Berg, E., Jansen, L., & Blijleven, P. (2004). Learning with multimedia cases: An evaluation study. Journal of Technology and Teacher Education, 12(4), 491-509.
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