Investigating effects of using digital video in teacher training in Cambodia
Leandra Lok, Gonny Schellings, TU/Eindhoven, Netherlands ; Niels Brouwer, Graduate School of Education, Radboud University Nijmegen, Netherlands ; Perry Den Brok, Wageningen University, Netherlands
Journal of Technology and Teacher Education Volume 26, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers’ perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Lok, L., Schellings, G., Brouwer, N. & Den Brok, P. (2018). Investigating effects of using digital video in teacher training in Cambodia. Journal of Technology and Teacher Education, 26(2), 275-298. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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