Video use in teacher education: An international survey of practices
Video use in teacher education: An international survey of practices
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DOI：
10.1016/j.tate.2016.12.005
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发表时间：
2017-04-01
影响因子：
3.9
通讯作者：
Chiu, Ming Ming
中科院分区：
文献类型：
--
作者：
Christ, Tanya;Arya, Poonam;Chiu, Ming Ming
在教师教育中使用视频可以改善教师/学生的学习，但教师教育工作者对视频的使用程度/使用情况，或支持或阻碍其使用的因素，都没有记录在案。本研究对这些问题进行了探讨。208名教师教育工作者对他们在一个学年的977门教师教育课程上的实践的调查回应进行了多水平、多变量的结果分析，以确定解释变量(机构支持或障碍、教师-教育者特征、课程属性、教育者信念和视频属性)与视频使用类型(自我反思、同行讨论、教授指导的讨论、案例研究和多媒体)之间的关系。调查结果显示，视频的使用通常不频繁/不变。需要更频繁/多样化的视频方法。(C)2016爱思唯尔有限公司。保留所有权利。
Video use in teacher education can improve teacher/student learning, but teacher educators' extent/uses of video, or what supports or hinders their uses, have not been documented. This study explores these issues. 208 teacher educators" survey responses regarding their practices across 977 teacher-education courses during one academic year were analyzed using multilevel, multivariate outcome analyses to identify relations between explanatory variables (institutional supports or barriers, teacher-educator characteristics, course attributes, educator beliefs, and video properties) and types of video uses (self reflection, peer discussion, professor-led discussion, case studies, and multimedia). Findings show often infrequent/unvaried use of video. More frequent/varies video methods are needed. (C) 2016 Elsevier Ltd. All rights reserved.