دورية أكاديمية
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!
| العنوان: | Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training! |
|---|---|
| المؤلفون: | Monika Martin, Meg Farrell, Tina Seidel, Werner Rieß, Karen D. Könings, Jeroen J. G. van Merriënboer, Alexander Renkl |
| المصدر: | International Journal of Educational Technology in Higher Education, Vol 19, Iss 1, Pp 1-29 (2022) |
| بيانات النشر: | SpringerOpen, 2022. |
| سنة النشر: | 2022 |
| المجموعة: | LCC:Special aspects of education LCC:Information technology |
| مصطلحات موضوعية: | Professional vision, Teacher education, Video analysis, Multimedia learning, Segmenting, Self-explanation prompts, Special aspects of education, LC8-6691, Information technology, T58.5-58.64 |
| الوصف: | Abstract When analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context to be effective. In an experimental study with 89 pre-service biology teachers, we investigated the effect of a short professional vision training and whether two design principles from multimedia learning research—namely segmenting and self-explanation prompts—could additionally increase training effects. In a one-hour training session on small-group tutoring strategies, participants watched practice video examples either as a whole or segmented. After each video or video segment, respectively, they received either open or focused self-explanation prompts to analyze the scene. We assessed participants’ professional vision skills before and after training. Overall, participants’ performance substantially increased from pretest to posttest. Moreover, during training, both segmented video examples and focused self-explanation prompts led to increased noticing of relevant strategies. This advantage during training, however, did not result in higher professional vision improvement in posttest scores compared to participants who worked in the less supported training phase conditions. We discuss possible explanations why additional support increased training performance but not learning gains and suggest an additional fading phase as a means to achieve persistent effects. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2365-9440 |
| Relation: | https://doaj.org/toc/2365-9440 |
| DOI: | 10.1186/s41239-022-00331-z |
| URL الوصول: | https://doaj.org/article/d1fdb305193948a5a5bced1627ecef50 |
| رقم الأكسشن: | edsdoj.1fdb305193948a5a5bced1627ecef50 |
| قاعدة البيانات: | Directory of Open Access Journals |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 23659440 |
|---|---|
| DOI: | 10.1186/s41239-022-00331-z |