Videocases in Teacher Education

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Presentation transcript:

Videocases in Teacher Education Method Walter Geerts NHL-Hogeschool w.geerts@nhl.nl The first set of data was derived from 21 articles on the use of video during the teacher training course. The aim was to find out whether video case studies are being used for higher learning objectives and whether they support the cultivation of situated knowledge. For the second set of data, ten summative tests, provided by accredited teacher training colleges, were analysed. The purpose of this analysis was to establish whether these tests, and the related course, are aimed at testing higher learning objectives which are needed to perform well as a newly qualified teacher. The third set of data was derived from 42 full time second year students from the English teacher training course at the NHL. Video case studies were used in the experimental group and not in the control group. A before- and after- test was used to create an overview of their learning objectives, whether they could apply the design pattern ‘how to deal with chaos’ and how comprehensive their ‘classroom management’ pattern language was. Background First results In December 1994 I applied for a position as a teacher trainer. The challenge, to try to pass on knowledge gained through more than ten years’ experience as a VMBO teacher, appealed to me. I soon discovered the power of authentic video in my attempts to link theory and practice. Images get teachers-in-training actively involved in reflecting on dilemma’s. Seeing this led to the development of a case study bank full of dilemmas: Didiclass. Understanding the other, the situation, the subject and myself, that’s what it’s all about with Didiclass. Before you lies a travel journal of the quest to find meaningful uses for video case studies in the teacher training course. A travel journal which provides an accurate picture of the reality of the classroom, the necessary teaching skills and how you can develop these. In short, and in the spirit of Didiclass: a magnifying glass for one’s own conduct as a teacher trainer. The use of video case studies as part of the curriculum is still developing. Lower learning objectives are addressed more frequently in the articles than higher learning objectives. However, achieving higher learning objectives is reported more frequently than anticipated. Nearly all teacher training courses experiment with video case studies and so are keen to achieve higher learning objectives. Unfortunately, only one case study-test could meet the necessary requirements. Knowledge about the use of case study-tests is far from fully developed. Through the use of video case studies an increase in the use of design pattern language can be seen, as well as an applicable design pattern chaos, and an increase in learning objectives. However, the differences between the two groups are small and justify reconsidering the format of this course. Research design Practical relevance Goal Developing knowledge which might contribute to improving teacher training courses Resarh question How can video contribute to the education of teachers? Is video being used for higher learning objectives? Are higher learning objectives part of the programme? Does video contribute to the development of educational purposes and design patterns? Does video trigger measurable development in the various disciplines of learning? Having to respond properly to various situations in a dynamic environment makes being a teacher quite complex. Therefore, being able to act and respond in a manner appropriate to the situation is crucial for a teacher. Here, experience plays an important part, because an experienced teacher has both knowledge which is linked to a specific situation (contextual knowledge) and knowledge of all the relevant aspects of the situation (holistic knowledge). An experienced teacher is able to combine these two types of knowledge and able to link this to previous experience and related theory (Borko, 2004; Putnam & Borko, 2000). These skills and knowledge put together could be summarized as ‘situated knowledge’. Newly qualified teachers need situated knowledge to be able to do their job. Video case studies provide real-life context, making it possible to link educational theory with field experience. This research creates an overview of how video case studies might contribute to acquiring higher learning objectives and design patterns.