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Integrating Video into Pre-Service and In-Service Teacher Training

Book Description

The utilization of media has proven to be a beneficial instructional method in learning environments. These tools are particularly useful for teacher training, promoting better reflection on current practices. Integrating Video into Pre-Service and In-Service Teaching Training provides a comprehensive overview on the application of class video recordings to encourage self-observation of personal teaching methods and improve everyday classroom habits. Highlighting concepts relating to professionalism, didactics, and technological techniques, this book is a pivotal reference source for researchers, educators, practitioners, and students

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Preface
    1. REFERENCES
  6. Chapter 1: Professional Vision Narrative Review
    1. ABSTRACT
    2. NARRATIVE-BASED REVIEW: METHOD AND RESEARCH QUESTIONS
    3. BACKGROUND: VIDEO IN TEACHER TRAINING
    4. PROFESSIONAL VISION: DEFINITIONS AND PROCESSES
    5. VIDEO FOR THE DEVELOPMENT OF REFLECTIVE ACTIVITIES AND CRITICAL ANALYSES
    6. THE FORMS OF VIDEO GROUP STUDY IN PROFESSIONAL VISION
    7. DISCUSSION AND FUTURE WORKS
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  7. Chapter 2: The Use of Videos in the Triangulation Process among Professors, School Teachers, and Students
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE WORKSHOP IN GENERAL DIDACTICS: A CASE-STUDY
    5. THE ROLE OF THE VIDEO AND THE RESEARCH METHODOLOGY
    6. RESULTS
    7. ISSUES, CONTROVERSIES, AND PROBLEMS
    8. SOLUTIONS AND RECOMMENDATIONS
    9. FUTURE RESEARCH DIRECTIONS
    10. CONCLUSION
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
    13. ENDNOTES
  8. Chapter 3: Didactic Models and Professionalization of Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. PRACTICE-BASED RESEARCH-DEVELOPMENT
    4. VIDEO AND STUDY OF DIDACTIC PRACTICES: A RESEARCH
    5. ‘NEW DIDACTICS RESEARCH,’ RESEARCH DEVELOPMENT, AND VIDEO RESEARCH
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  9. Chapter 4: Designing a Collaborative Video Learning Lab to Transform Teachers' Work Practices
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL BACKGROUND AND ASSUMPTIONS ABOUT PROFESSIONAL DEVELOPMENT
    4. WORK EXPERIENCE
    5. VIDEO-ARTIFACTS TO “AUGMENT” A PROFESSIONAL DEVELOPMENT PROGRAM
    6. PRODUCTION OF AND NAVIGATION BETWEEN SEMIOTIC FRAMES
    7. CVLL INQUIRY-FOCUSED DESIGN: THREE STEPS
    8. DISCUSSION AND FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. ENDNOTES
  10. Chapter 5: Observing to Understand, Understanding to Develop
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: OBSERVING TO UNDERSTAND
    4. METHODOLOGICAL FRAME: A CASE STUDY
    5. ANALYSIS: EVOLUTION OF THE INTERACTION MODALITIES
    6. CONCLUSION: UNDERSTANDING TO DEVELOP
    7. REFERENCES
    8. ENDNOTES
  11. Chapter 6: Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. METHODS: PARTICIPANTS AND CODING PROCESS
    6. FINDINGS
    7. DISCUSSION AND SIGNIFICANCE
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  12. Chapter 7: The Use of Videos in the Training of Math Teachers
    1. ABSTRACT
    2. FRAMEWORK ON FORMATIVE ASSESSMENT IN MATHEMATICS TEACHING AND LEARNING
    3. ASSESSING MATHS LEARNING: A DIDACTIC AND A SOCIAL PROBLEM
    4. A TOOL FOR OBSERVATION OF TEACHERS’ ASSESSMENT PRACTICES AND VIDEO ANALYSIS
    5. CONCLUSION: THE VIDEOS IN THE TEACHER TRAINING, BETWEEN THEORY AND PRACTICE
    6. REFERENCES
    7. ENDNOTES
  13. Chapter 8: Videos in Teacher Training
    1. ABSTRACT
    2. INTRODUCTION
    3. FROM MICRO TEACHING TO ENACTIVE DEVICES
    4. DATA COLLECTION
    5. STUDY DESIGN AND ANALYSIS
    6. RESULTS
    7. CHANGES IN PRACTICES
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  14. Chapter 9: The Use of Video Recording in the Study and Conceptualization of the Didactic Transposition Process
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. ISSUES, CONTROVERSIES, PROBLEMS
    6. SOLUTIONS AND RECOMMENDATIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
    11. APPENDIX
  15. Chapter 10: Video-Analysis and Self-Assessment in Teaching Work
    1. ABSTRACT
    2. INTRODUCTION
    3. TEACHERS’ SELF-ASSESSMENT FOR PROFESSIONAL DEVELOPMENT
    4. VIDEO-ANALYSIS AS A SELF-ASSESSMENT TOOL FOR TEACHERS
    5. RESEARCH PLANNING
    6. DATA ANALYSIS
    7. PRELIMINARY RESULTS
    8. CONCLUDING REMARKS: TOWARDS A REFLECTIVE SELF-ASSESSMENT OF HISTORY TEACHING-LEARNING PROCESSES
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  16. Chapter 11: Films, Multiliteracies, and Experiences About Fruition, Analysis, and Production in Education
    1. ABSTRACT
    2. INTRODUCTION
    3. APPROACHES TO FILM IN SCHOOLS: FRUITION, ANALYSIS, AND PRODUCTION
    4. AUDIOVISUAL AND MULTILITERACIES
    5. AN EXPERIENCE WITH THE LUMIÈRE MINUTE AND SITUATED LEARNING EPISODES (SLE) IN INITIAL TEACHER EDUCATION
    6. DILEMMAS AND CHALLENGES OF VIDEO IN EDUCATION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  17. Chapter 12: Video and Its Incorporation into Social Networking Sites for Teacher Training
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. SCIENTIFIC BASIS TO ASSESS THE EDUCATIONAL POTENTIAL OF SOCIAL NETWORKING VIDEOS IN TEACHER TRAINING
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  18. Chapter 13: Videos as Tools of Expertise-Based Training (XBT) for the Professional Development of Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  19. Chapter 14: Video as a Means to an End
    1. ABSTRACT
    2. INTRODUCTION
    3. TWO BROAD TYPES OF VIDEO WITH APPLICATIONS FOR TEACHER TRAINING
    4. IMPLEMENTING VIDEO IN TEACHER TRAINING AND OTHER EDUCATIONAL SETTINGS
    5. USING NOVICE VIDEOS: SCAFFOLDING THE EXPERIENCE
    6. USING EXPERT VIDEOS: SCAFFOLDING THE EXPERIENCE
    7. CONCLUSION
    8. REFERENCES
  20. Compilation of References
  21. About the Contributors