A4 Refereed article in a conference publication
Video learning environment for guiding student teachers' construction of action-oriented knowledge
Authors: Pedaste M, Allas R, Leijen A, Adojaan K, Husu J, Marcos JJM, Meijer P, Knezic D, Krull E, Toom A
Editors: Chova, LG; Martinez, AL; Torres, IC
Conference name: International Technology, Education and Development Conference
Publication year: 2014
Journal: INTED proceedings
Book title : INTED2014: 8th international technology, education and development conference
Journal name in source: INTED2014: 8TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
Journal acronym: INTED PROC
First page : 24
Last page: 30
Number of pages: 7
ISSN: 2340-1079
Abstract
New methods for applying videos for learning are needed in teacher education. The videos are especially useful in student teachers' construction of action-oriented knowledge. Explication of practice and formation of students' action-oriented knowledge are more successful when they are guided through reflection. Videos help to situate learning, explicate tacit understandings, develop habits of reflection, improve self-awareness, integrate theoretical and practical understandings, and analyze details of student teachers' own lessons. Therefore, a new innovative video learning environment was developed to allow student teachers and teacher educators to reflect, widen, share, and implement pedagogical practices and knowledge resources related to teaching, teacher learning, and supervision. This video learning environment enables student teachers to upload short videos about their critical incidents that characterize meaningful fragments of their classroom practices and interaction with pupils that are especially critical and thus useful for learning as teachers. These videos can be viewed by all users of the environment or by groups specified by the owner of the video. This video learning environment was tested by student teachers, their supervising teachers, and university lecturers according to the needs of using it for guided reflection in constructing action-oriented knowledge. The results of this study showed that the learning environment can be applied for student teachers' training. It was especially important that all users found this learning environment easy to use and safe for presenting and analyzing ethically sensitive material. In addition, several recommendations were made to be considered in different video learning environments.
New methods for applying videos for learning are needed in teacher education. The videos are especially useful in student teachers' construction of action-oriented knowledge. Explication of practice and formation of students' action-oriented knowledge are more successful when they are guided through reflection. Videos help to situate learning, explicate tacit understandings, develop habits of reflection, improve self-awareness, integrate theoretical and practical understandings, and analyze details of student teachers' own lessons. Therefore, a new innovative video learning environment was developed to allow student teachers and teacher educators to reflect, widen, share, and implement pedagogical practices and knowledge resources related to teaching, teacher learning, and supervision. This video learning environment enables student teachers to upload short videos about their critical incidents that characterize meaningful fragments of their classroom practices and interaction with pupils that are especially critical and thus useful for learning as teachers. These videos can be viewed by all users of the environment or by groups specified by the owner of the video. This video learning environment was tested by student teachers, their supervising teachers, and university lecturers according to the needs of using it for guided reflection in constructing action-oriented knowledge. The results of this study showed that the learning environment can be applied for student teachers' training. It was especially important that all users found this learning environment easy to use and safe for presenting and analyzing ethically sensitive material. In addition, several recommendations were made to be considered in different video learning environments.
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