Development of Professional Vision in Art Education Video Interventions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10412869" target="_blank" >RIV/00216208:11410/20:10412869 - isvavai.cz</a>

Výsledek na webu

<a href="https://press.um.si/index.php/ump/catalog/book/481" target="_blank" >https://press.um.si/index.php/ump/catalog/book/481</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18690/978-961-286-358-6" target="_blank" >10.18690/978-961-286-358-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Development of Professional Vision in Art Education Video Interventions

Popis výsledku v původním jazyce

The study investigates the professional vision of pre-service, elementary-school, art-education teachers and presents a video-intervention methodology based on a wider transdidactic approach. The author uses a concept of the professional vision well known in teaching mathematics and sciences and seeks to establish it in the domain of Art Education. The study analyzes thirty four student written reflections based on watching a video-recording of an art education lesson using modified Stockero&apos;s categorical system. The study shows what subject-specific phenomena did the students notice in comparison with the experts. It focused also on how they reflect them. The results demonstrated a low number of noticed phenomena with a low ability of the knowledge-based reasoning. The findings were used to develop a video-intervention methodology on Faculty of Education of the Charles University, Prague with the aim of improving the professional vision of pre-service teachers. The text presents briefly the video-intervention methodology.

Název v anglickém jazyce

Development of Professional Vision in Art Education Video Interventions

Popis výsledku anglicky

The study investigates the professional vision of pre-service, elementary-school, art-education teachers and presents a video-intervention methodology based on a wider transdidactic approach. The author uses a concept of the professional vision well known in teaching mathematics and sciences and seeks to establish it in the domain of Art Education. The study analyzes thirty four student written reflections based on watching a video-recording of an art education lesson using modified Stockero&apos;s categorical system. The study shows what subject-specific phenomena did the students notice in comparison with the experts. It focused also on how they reflect them. The results demonstrated a low number of noticed phenomena with a low ability of the knowledge-based reasoning. The findings were used to develop a video-intervention methodology on Faculty of Education of the Charles University, Prague with the aim of improving the professional vision of pre-service teachers. The text presents briefly the video-intervention methodology.

Druh

C - Kapitola v odborné knize

CEP obor

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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

2020

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

New Horizons in Subject-Specific Education

ISBN

978-961-286-358-6

Počet stran výsledku

18

Strana od-do

71-88

Počet stran knihy

326

Název nakladatele

University of Maribor University Press Slomškov trg 15, 2000 Maribor, Slovenia

Místo vydání

Maribor

Kód UT WoS kapitoly

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