Developing pre-service teachers? professional vision with video interventions: a divergent replication

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10400116" target="_blank" >RIV/00216208:11410/19:10400116 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-QkBHLI10E" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-QkBHLI10E</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02607476.2019.1674563" target="_blank" >10.1080/02607476.2019.1674563</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing pre-service teachers? professional vision with video interventions: a divergent replication

Popis výsledku v původním jazyce

Much research on teachers&apos; professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine whether there was a discernible difference between viewing pre-service teachers? own videos or general videos and if there were differences between disciplines. However, in marked contrast to existing literature, the video intervention led to no important discernible differences between video conditions and few differences between discipline conditions. We discuss possible reasons for this and demonstrate a positive role of divergent replications such as this in understanding the role of video interventions in the development of professional vision.

Název v anglickém jazyce

Developing pre-service teachers? professional vision with video interventions: a divergent replication

Popis výsledku anglicky

Much research on teachers&apos; professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine whether there was a discernible difference between viewing pre-service teachers? own videos or general videos and if there were differences between disciplines. However, in marked contrast to existing literature, the video intervention led to no important discernible differences between video conditions and few differences between discipline conditions. We discuss possible reasons for this and demonstrate a positive role of divergent replications such as this in understanding the role of video interventions in the development of professional vision.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Journal of Education for Teaching

ISSN

0260-7476

e-ISSN

—

Svazek periodika

45

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

567-584

Kód UT WoS článku

000489545200001

EID výsledku v databázi Scopus

2-s2.0-85074029461