Instructional strategies for using video in teacher education
ARTICLE
Tina Seidel, Geraldine Blomberg, Technische Universität München, Germany ; Alexander Renkl, University of Freiburg, Germany
TATE Volume 34, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
Using video in teacher education can increase pre-service teachers' ability to apply knowledge. However, video is not effective in itself. To be useful, it must be embedded in appropriate instructional contexts. We investigated the differential impact of two university modules—one using video as an illustrative example (rule-example) and one using video as an anchor (example-rule)—on pre-service teachers' (N = 56) knowledge. The rule-example group scored higher on reproducing factual knowledge and evaluating videotaped classroom situations, whereas the example-rule group scored higher on lesson planning. The findings emphasize the need for their targeted use depending on specific learning goals.
Citation
Seidel, T., Blomberg, G. & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 34(1), 56-65. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/202415/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.03.004