Effekte videobasierter Trainings zur Förderung der Selbstwirksamkeitsüberzeugungen über Klassenführung im Grundschulunterricht

Self-efficacy in classroom management and knowledge on classroom management are important teacher resources regarding their health. Fostering student teachers in their self-efficacy in classroom management and situated knowledge on classroom management is a promising approach for reducing reality shock at the beginning of in-service teaching. Thus, the present quasi-experimental pre-post control group study investigates whether video-based and practice-oriented coursework in teacher education can promote self-efficacy in classroom management and the professional vision of classroom management. Analyzing own classroom videos as well as analyzing videos from other teachers lead to a significantly higher latent increase in self-efficacy and professional vision than that of a control group. This was only the case for professional vision in a course with own teaching elements but without video analysis.     

Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes

In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.     

Effects of Videocase Construction on Preservice Teachers' Observations of Teaching

Preservice teachers were randomly assigned to 1 of 2 observation conditions: technology-supported practice in observation (TSPO) plus standard classroom placement observation, n = 31, and classroom placement observation (control), n = 31. Over a 10-week term, TSPO students augmented their classroom placement observations of their mentor teachers by engaging in technology-supported construction and video analysis of those mentors' teaching, while control students engaged in only the classroom placement observations. The authors used an online, computer-supported instrument that elicited written responses during observation of 3 different teaching videos to assess the participants' ability to identify, interpret, and analyze evidence of exemplary teaching. TSPO students significantly outperformed controls on all 3 video tests. Implications of these findings for teacher training in both traditional and online education programs are discussed.     

Prospective teachers’ teaching experience: teacher learning through the use of video

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.     

教师反思的思想源头及其影响

教师反思在中外教师教育、课堂教学等领域,受到广泛关注。但是,不同学者所应用的反思概念可能不同,实践者所质疑与欢迎的教师反思也可能迥异。文章通过梳理教师反思的不同思想源头,发现这种多样性既塑造了教师反思的丰富类型,也决定了每一种教师反思都有其片面性。也就是说,每一种类型的教师反思都可能有自己的局限性,教师反思并不一定都会带来满意的结果。可以说,教师反思思想源头的多样性、类型的丰富性和存在的局限是相互关联的。这提醒我们在探讨教师反思的问题时,应带有类别意识,并更为清醒地意识到潜藏的问题。     

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

     

Addressing the Sociopolitical Realities of Teaching through Standards-Based Reform to Post-Licensure Master’s Degree Programs

ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.     

Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood

This study explored whether or not, and how, an on-site and research–teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and reflective notes. Qualitative analysis revealed (a) five major challenges to classroom practice that aligned with previous research—existing practices did not always cohere with research-based practice, lack of teacher buy-in, lack of planning between the lead and assistant teachers, lack of assistant teacher participation in instruction, and high teacher turnover; (b) five aspects of professional development that aligned with the community of practice model—sharing stories with teachers, being on-site and interacting with teachers and children, inviting all teachers to participate, beginning by building on existing practices, and negotiating practices by reflecting with teachers; and (c) how these aspects of our professional development model addressed the challenges to classroom practice in the focal classroom. Implications for in-service professional development and teacher education are discussed.     

基于视频案例的职前教师教育资源设计与应用模式构建

教师专业能力的发展是个连续统一体。职前教师教育作为教师教育的起步阶段,扮演着重要的角色。然而综观职前教师的培养过程,皆缺乏有效培养课堂教学临床能力的机制。随着教育技术在教育教学中的广泛应用,视频技术和网络技术的发展为教育类课程的教学提供了新的视野。为此,我们试图设计通用于教育类课程、培养师范生教学能力的视频案例资源。并基于混合学习的理念,建构了一种基于视频案例资源、集课堂案例教学和网络案例学习于一体的教学模式。     

“I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.     

Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education?     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development

This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.     

What and how teacher educators prefer to learn

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.     

我国中小学教师评价方案有效吗——基于霍伊学校结构理论的中美比较研究

教师评价对于促进教师专业发展有重要作用。以霍伊学校结构理论为基础,研究对比中美两套代表性教师评价方案在规则设计和权力结构两大维度的运作效果发现:中国方案更具备阻滞型学校结构的特征,美国方案更倾向于促进型学校结构的特征。我国中小学教师评价方案应实现以下几个转变:评价目的从"加强管理"转向"促进教学",制度安排从"依附嵌套"转向"独立自主",教师与评价者的关系从"对立被动"转向"双边互动",评价结果从用于"量化排名"转向利于教师"专业发展",制度设计从"基于经验"转向"专业科学"。     

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Student feedback collected through program evaluation of secondary education licensure and Master’s program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with our graduate students, we collected and shared data and analysis from two courses – an introductory mathematics course for pre-service teachers and a capstone self-study teacher research course for in-service teachers. Data included students’ reflective accounts of their clinical experiences, dialogue with peers in response memos and focus groups, and our meta-conversation about and interpretations of data captured in meeting notes, audio recordings of meetings, email exchanges, and video conferencing over a two-month period. Analysis resulted in reframed thinking about our teaching and implications for program coherence, including provision of meaningful participant observations in diverse settings, design of dialogic platforms for students to make connections, and support of a critical level of reflection to inform teacher professional practice. The results are informative to teacher educators and programs seeking to better understand their roles in designing dialogic spaces for students to think deeply about the connections of their courses to clinical experiences and in supporting ongoing teacher professional development. The study highlights the benefits of faculty collective self-studies and contributes to the literature on self-study for program development.     

一块金币的两面:师范性和学术性之争何时休--兼论综合性大学教师培养的专业性

学术性与师范性之争是综合性大学教师培养的“斯可尼芬”之迷。怎样解答这个争论百年的“热门话题”呢?只有坚持和提倡教师专业化,把二者作为教师专业性———这一块金币的两面,才能促进问题的解决,也才能促进教师专业的发展。教师培养的学术性与师范性实际是教师专业性的两个极端,在两极之间有许多中间状态,不同时期可以根据社会、经济、文化等因素和培养目标的不同而有所侧重。可以通过大学化、专业发展学校、案例教学、建立专业学院等措施,促进综合性大学教师培养的专业性的发展。     

Reframing primary curriculum through concepts of place

Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places.     

学科教学知识再探三题

目前国内外关于学科教学知识的研究有三个问题需要进一步澄清:学科教学知识是否可以传递,学科教学知识的形成是否是各要素平均作用的结果,如何在教师培训中促进教师学科教学知识的发展。正确认识到教师的学科教学知识具有一定的可传递性,其形成不是各要素平均作用的结果,在不同阶段的构建具有量和质的变化,对于深入探究教师专业发展以及开展有效的教师培训具有指导意义。