An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
复制标题
DOI：
10.3389/feduc.2022.805422
复制
发表时间：
2022-02
期刊：
影响因子：
--
通讯作者：
Megan M. Farrell;Monika Martin;A. Renkl;W. Riess;K. Könings;J. V. van Merriënboer;T. Seidel
中科院分区：
文献类型：
--
作者：
Megan M. Farrell;Monika Martin;A. Renkl;W. Riess;K. Könings;J. V. van Merriënboer;T. Seidel
基于视频的培训为教师和学生提供近似的实践，以发展核心教学实践的专业远见(PV；即注意和推理)。虽然许多视频分析研究都集中在整个教室的情景中，但对于早期的光伏培训，目前尚不清楚辅导的重点教学环境是否可能是一个适当的和潜在的支持性设计元素。本研究描述了42名生物教师学生在一项辅导视频分析任务中的表现。通过定性的内容分析，我们调查了教师和学生如何描述和解释注意到的辅导事件，特别是参考了研究信息的PV指标。通过认知网络分析，我们考察了教师学生的六个视频分析反应中PV指标的共现情况，分别对比了低质量和高质量的描述和口译网络模型。我们发现，师范生的技能与之前关于新手的PV文献发现(例如，含糊的、笼统的教育学描述)是相似的。然而，出乎意料的是，一些师范生表现出了更高的复杂性(例如，描述个别学生，进行基于知识的多重解释)。研究结果表明，辅导是展示教师与学生互动的强大背景，使其适合于最初的教师学生的PV培训。此外，研究结果为教师和学生的PV心理模型的范围提供了线索，并强调了在具体内容的注意和推理方面需要更多的支持。然而，PV视频分析培训中的辅导陈述可能会在以学生为中心的关注和以知识为导向的关注方面为师生提供支持。
Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher students’ performance on a tutoring video analysis task. With qualitative content analysis, we investigated how teacher students describe and interpret noticed tutoring events, with particular reference to research-informed PV indicators. With epistemic network analyses, we explored co-occurrences of PV indicators across teacher students’ six video analysis responses, contrasting low and high quality description and interpretation network models, respectively. We found that teacher students’ skills paralleled previous PV literature findings on novices (e.g., vague, general pedagogy descriptions). Yet, unexpectedly, some teacher students demonstrated aspects of higher sophistication (e.g., describing individual students, making multiple knowledge-based interpretations). Findings suggest tutoring is a powerful context for showing tutor-student interactions, making it suitable for initial teacher students’ PV training. Moreover, results offer hints about the range of teacher students’ PV mental models and highlight the need for more support in content-specific noticing and reasoning. Nevertheless, tutoring representations within PV video analysis training may offer teacher students support in student-centered attention and knowledge-oriented focus.