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  • Author or Editor: Corinne Wyss x
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Abstract

The use of videos is considered to hold great potential in teacher education. Videotaped lessons may be used to illustrate teaching and learning theories. They may also stimulate professional discussions and reflection on classroom activities and events, and thus can facilitate teachers’ professional development. Working with classroom videos has therefore been increasingly implemented in teacher education, and numerous studies have explored this activity. Most of these studies have focused on cognitive processes; only a few studies have addressed non-cognitive aspects, such as emotional and motivational processes. This chapter will take a holistic view of working with classroom videos, focusing on the non-cognitive processes involved. In addition to theoretical considerations, our own study is presented. Within the framework of a video-based seminar, student teachers were instructed to work with videos of their own and others’ teaching. Afterwards, they completed a written survey about their experiences and attitudes concerning their work with the classroom videos. The results have shown that the student teachers surveyed generally enjoy working with classroom videos, but they also experience difficulties and challenges. Based on the theoretical and empirical findings, a comprehensive framework for working with classroom videos in teacher education is provided.

In: The Future of Teacher Education

The article presents aims, methods and first results of a project involving three educational universities in Switzerland and Germany. Our focus of interest is the longitudinal analysis of teaching competences from the beginning up to the end of teacher training. We test the teaching competences of a sample of student teachers at the beginning of the training and trace the development of their competences over the three-year period of their study. Methodologically, our study is based on Oser’s professional standards, as well as on the four dimensions ‘subject knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’, which have been framed as crucial competences for teachers. A combination of the following different instruments was used to investigate how teaching competences develop during teacher training: (1) questionnaires for teacher students and expert teachers, (2) vignettes, (3) a so-called «video test», and (4) video analyses of school lessons. According to this goal, the relationship between students’ subjective ratings of their competences and standardized data from observations and tests are compared to investigate the relationship between subjective rating data from students and standardized data from observations and tests. Our study aims at the development of complex teacher knowledge in order to foster the acquisition of professional teacher competences in pre-service teacher training.

In: Teachers' Professional Development

The article presents aims, methods and first results of a project involving three educational universities in Switzerland and Germany. Our focus of interest is the longitudinal analysis of teaching competences from the beginning up to the end of teacher training. We test the teaching competences of a sample of student teachers at the beginning of the training and trace the development of their competences over the three-year period of their study. Methodologically, our study is based on Oser’s professional standards, as well as on the four dimensions ‘subject knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’, which have been framed as crucial competences for teachers. A combination of the following different instruments was used to investigate how teaching competences develop during teacher training: (1) questionnaires for teacher students and expert teachers, (2) vignettes, (3) a so-called «video test», and (4) video analyses of school lessons. According to this goal, the relationship between students’ subjective ratings of their competences and standardized data from observations and tests are compared to investigate the relationship between subjective rating data from students and standardized data from observations and tests. Our study aims at the development of complex teacher knowledge in order to foster the acquisition of professional teacher competences in pre-service teacher training.

In: Teachers' Professional Development