The Individual Watching of One's Own Video and Its Influece on the Future Biology Teachers' Professional Vision
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10398502" target="_blank" >RIV/00216208:11410/19:10398502 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-Rl00q~~L5" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-Rl00q~~L5</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.18543/tjhe-7(1)-2019pp93-113" target="_blank" >10.18543/tjhe-7(1)-2019pp93-113</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Individual Watching of One's Own Video and Its Influece on the Future Biology Teachers' Professional Vision
Popis výsledku v původním jazyce
The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor's observation of the student's lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of 'professional vision' consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 - lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair ('pre-reflection') was written without video recordings, and the second ('post-reflection') with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es' categorisation system. Statistically significant changes were found in several categories of professional vision in the students' statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one's own lessons is effective in prospective biology teachers' development of their professional vision.
Název v anglickém jazyce
The Individual Watching of One's Own Video and Its Influece on the Future Biology Teachers' Professional Vision
Popis výsledku anglicky
The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor's observation of the student's lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of 'professional vision' consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 - lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair ('pre-reflection') was written without video recordings, and the second ('post-reflection') with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es' categorisation system. Statistically significant changes were found in several categories of professional vision in the students' statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one's own lessons is effective in prospective biology teachers' development of their professional vision.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Tuning Journal for Higher Education
ISSN
2340-8170
e-ISSN
—
Svazek periodika
7
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
ES - Španělské království
Počet stran výsledku
21
Strana od-do
93-113
Kód UT WoS článku
000500538500006
EID výsledku v databázi Scopus
2-s2.0-85085355156