Video-interventions. Bridges between theory and practice in pre-service teachers' development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F20%3A10417533" target="_blank" >RIV/00216208:11320/20:10417533 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/20:10417533

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Video-interventions. Bridges between theory and practice in pre-service teachers' development

Popis výsledku v původním jazyce

The book deals with professional vision development (noticing and knowledge-based reasoning) of future primary and secondary school teachers of Biology, Mathematics, English as a foreign language, Arts and Social studies. It describes the content of study courses based on video-interventions, including tasks. The influence of video-interventions on course participants was investigated through a mixed-method research design in a series of studies. The outcomes show that a short-term intervention implemented in the realized study courses did not bring statistically significant changes in student teachers&apos; professional vision. It contrasts with student teachers&apos; subjective perceptions of professional development gains reported in the questionnaires. These outcomes were complemented by case studies which uncovered individual differences in student teachers&apos; learning depending not only on their initial knowledge and general attitude towards course tasks and activities but also on other factors supporting their learning (e.g. confrontation with other participants&apos; views). The book represents an inspiration for teacher educators thinking about the incorporation of video-intervention courses into study programmes as well as for researchers interested in professional vision and professional development.

Název v anglickém jazyce

Video-interventions. Bridges between theory and practice in pre-service teachers' development

Popis výsledku anglicky

The book deals with professional vision development (noticing and knowledge-based reasoning) of future primary and secondary school teachers of Biology, Mathematics, English as a foreign language, Arts and Social studies. It describes the content of study courses based on video-interventions, including tasks. The influence of video-interventions on course participants was investigated through a mixed-method research design in a series of studies. The outcomes show that a short-term intervention implemented in the realized study courses did not bring statistically significant changes in student teachers&apos; professional vision. It contrasts with student teachers&apos; subjective perceptions of professional development gains reported in the questionnaires. These outcomes were complemented by case studies which uncovered individual differences in student teachers&apos; learning depending not only on their initial knowledge and general attitude towards course tasks and activities but also on other factors supporting their learning (e.g. confrontation with other participants&apos; views). The book represents an inspiration for teacher educators thinking about the incorporation of video-intervention courses into study programmes as well as for researchers interested in professional vision and professional development.

Druh

B - Odborná kniha

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

ISBN

978-80-246-4690-9

Počet stran knihy

309

Název nakladatele

Karolinum Press

Místo vydání

Praha

Kód UT WoS knihy

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