Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education
Tóm tắt
Từ khóa
Tài liệu tham khảo
Ayres, R., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135–146). New York: Cambridge University Press.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433–456). New York: Macmillan.
Berliner, D. C. (1991). Perceptions of student behavior as a function of expertise. Journal of Classroom Interaction, 26(1), 1–8.
Berliner, D. C. (1994). Teacher expertise. In T. Husen & T. N. Postlethwait (Eds.), The international encyclopedia of education (pp. 6020–6026). London: Pergamon Press.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. doi: 10.1016/S0883-0355(02)00004-6 .
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 1–49. doi: 10.3102/0013189X033008003 .
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.
Boshuizen, H. P. A., Bromme, R., & Gruber, H. (Eds.). (2004). Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer Academic Press.
Bromme, R. (1987). Teachers’ assessments of students’ difficulties and progress in understanding in the classroom. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 125–146). Salisbury: Cassell Education.
Brophy, J. (Ed.). (2004). Using video in teacher education. Oxford: Elsevier.
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. C. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25–31. doi: 10.1177/002248718803900306 .
Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62(2), 233–246. doi: 10.1111/j.2044-8279.1992.tb01017.x .
Chi, M. T. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271–315. doi: 10.1207/s15327809jls0603_1 .
Choi, H. (2007). College students’ perceptions of learning and knowledge transfer in problem-based video instruction: A case study. Journal of Learning Design, 2(2), 105–115. doi: 10.5204/jld.v2i2.44 .
Choi, H., & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education, 62(5), 551–561. doi: 10.1007/s10734-010-9403-x .
Cicchetti, D. V., & Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: Applications to assessment of adaptive behaviour. American Journal of Mental Deficiency, 86(2), 127–137.
Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Erlbaum.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. doi: 10.1177/0022487100051003002 .
De Jong, T., & Ferguson-Hessler, M. G. (1996). Types and qualities of knowledge. Educational Psychologist, 31(2), 105–113. doi: 10.1207/s15326985ep3102_2 .
De Wever, B., Schellens, T., Valcke, M., & van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6–28. doi: 10.1016/j.compedu.2005.04.005 .
Derry, S. J., Hmelo-Silver, C. E., Nagarajan, A., Chernobilsky, E., & Beitzel, B. D. (2006). Cognitive transfer revisited: Can we exploit new media to solve old problems on a large scale? Journal of Educational Computing Research, 35(2), 145–162. doi: 10.2190/0576-R724-T149-5432 .
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen, Netherlands: Open University.
Elen, J., & Lowyck, J. (1999). Metacognitive instructional knowledge: Cognitive mediation and instructional design. Journal of Structural Learning & Intelligent Systems, 13, 145–169.
Elen, J., Lowyck, J., & Bamps, H. (1998). The relation between students’ perceptions of problem-based learning and learning style components. In J. J. G. van Merriënboer & G. Moerkerke (Eds.), Instructional design for problem-based learning: Proceedings of the third workshop of the EARLI SIG instructional design (pp. 281–290). Maastricht: University of Maastricht.
Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22, 201–204. doi: 10.1007/BF00132287 .
Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. Leiden: Cambridge University Press.
Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Learning, 27(4), 403–434. doi: 10.2307/749875 .
Fitzgerald, G., Koury, K., Mitchem, K., Hollingshead, C., Miller, K., Park, M. K., et al. (2009). Implementing case-based instruction in higher education through technology: What works best? Journal of Technology and Teacher Education, 17(1), 31–63.
Goldman, R., Pea, R. D., Barron, B., & Derry, S. (Eds.). (2007). Video research in the learning sciences. Mahwah, NJ: Erlbaum.
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers’ noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169–187). New York: Routledge.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Hansen, A. J. (1987). Reflections of a casewriter: Writing teaching cases. In C. R. Christensen & A. J. Hansen (Eds.), Teaching and the case method (pp. 264–270). Boston: Harvard Business School Press.
Harrington, H. L. (1995). Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers. Teaching and Teacher Education, 11(3), 203–214. doi: 10.1016/0742-051X(94)00027-4 .
Hattie, J. A. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hodges, S. D., Clark, B. A. M., & Myers, M. W. (2011). Better living through perspective taking. In R. Biswas-Diener (Ed.), Positive psychology as social change (pp. 193–218). New York: Springer Science + Business Media.
Hogan, T. M., Rabinowitz, M., & Craven, J. A. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235–247. doi: 10.1207/S15326985EP3804_3 .
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Jacobs, V. R., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York: Routledge.
Jacobson, M. J., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. The Journal of the Learning Sciences, 9(2), 149–199. doi: 10.1207/s15327809jls0902_2 .
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. doi: 10.1007/s10648-010-9150-7 .
King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, H. Mandl, J. M. Haake, & I. Kollar (Eds.), Scripting computer supported communication of knowledge: Cognitive, computational and educational perspectives (pp. 13–37). New York: Springer.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi: 10.1207/s15326985ep4102_1 .
Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75, 645–660. doi: 10.1348/000709905X43616 .
Könings, K. D., van Zundert, M. J., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Its desirability and feasibility according to teachers and students. Educational Studies, 33, 445–465. doi: 10.1080/03055690701423648 .
Koury, K., Hollingsead, C., Fitzgerald, G., Miller, K., Mitchem, K., Tsai, H., et al. (2009). Case-based instruction in different delivery contexts: the impact of time in cases. Journal of Interactive Learning Research, 20(4), 445–467.
Kuckartz, U. (2007). MaxQDA. Berlin: VERBI GmbH.
LeFevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Using video in teacher education (pp. 235–258). Oxford: Elsevier.
Lin, T., & Anderson, R. (2008). Reflections on collaborative discourse, argumentation, and learning. Contemporary Educational Psychology, 33(3), 443–448. doi: 10.1016/j.cedpsych.2008.06.002 .
Lundeberg, M. A., & Scheurman, G. (1997). Looking twice means seeing more: Developing pedagogical knowledge through case analysis. Teaching and Teacher Education, 13(8), 783–797. doi: 10.1016/S0742-051X(97)00020-6 .
Menna, R., & Cohen, N. J. (1997). Social perspective taking. In M. McCallum & W. E. Piper (Eds.), Psychological mindedness: A concept in search of meaning (pp. 189–220). Hillsdale, NJ: Erlbaum.
Merseth, K. K. (1996). Cases and case methods in teacher education. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 722–744). New York: Macmillan.
Miller, K. K. (2001). Teacher perspective-taking: Developmental and individual differences. Educational Research Quarterly, 25(2), 22–33.
Minnameier, G. (2009). Kognitive Voraussetzungen der Entwicklung von pädagogischer Professionalität [Cognitive preconditions for the development of pedagogical professionalism]. In O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus, & R. Mulder (Eds.), Lehrerprofessionalität. Bedingungen, Genese, Wirkungen und ihre Messung (pp. 333–344). Weinheim: Beltz.
Moreno, R., & Valdez, A. (2007). Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. Journal of Educational Psychology, 99(1), 194–206. doi: 10.1037/0022-0663.99.1.194 .
Nemirovsky, R., & Galvis, A. (2004). Facilitating grounded online interactions in video case-based teacher professional development. Journal of Science Education and Technology, 33(1), 67–97. doi: 10.1023/B:JOST.0000019639.06127.67 .
Nussbaum, E. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33(3), 345–359. doi: 10.1016/j.cedpsych.2008.06.001 .
OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. Paris: OECD.
Olleck, R. (2010). Mediengestützte Fallarbeit in computerunterstützten Lernumgebungen: Technische Anforderungen und Funktionalitäten für Einzelarbeit, Gruppenarbeit und Blended-Learning-Szenarien [Computer-supported video case-based learning environments: Technical requirements and functionalities for individual work, group work, and blended learning scenarios]. In J. Schrader, R. Hohmann, & S. Hartz (Eds.), Mediengestützte Fallarbeit—Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern (pp. 191–207). Bielefeld: Bertelsmann.
Oser, F. K., & Baeriswyl, F. (2000). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1031–1065). New York: Macmillan.
Piaget, J. (1932). The moral judgement of the child. New York: Routledge & Kegan Paul.
Rimmele, R. (2004). Videograph. Kiel: IPN.
Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230–253.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347–360. doi: 10.1177/0022487108322128 .
Rosier, R. H. (1995). The competency model handbook (Vol. 2). Boston: Linkage.
Roters, B., Nold, G., Haudeck, H., Keßler, J.-U., & Stancel-Piatak, A. (2011). Professionelles Wissen von Studierenden des Lehramts Englisch [Professional knowledge of pre-service English teachers]. In S. Blömeke, A. Bremerich-Vos, H. Haudeck, G. Kaiser, G. Nold, K. Schwippert, & H. Willenberg (Eds.), Kompetenzen von Lehramtsstudierenden in gering strukturierten Domänen—Erste Ergebnisse aus TEDS-LT (pp. 77–99). Münster: Waxmann.
Rothe, H. J., & Schindler, M. (1996). Expertise und Wissen [Expertise and knowledge]. In H. Gruber & A. Ziegler (Eds.), Expertiseforschung: Theoretische und methodische Grundlagen (pp. 35–57). Opladen: Westdeutscher Verlag.
Santagata, R., Zannoni, C., & Stigler, W. J. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. doi: 10.1007/s10857-007-9029-9 .
Schoenfeld, A. H. (2011). Noticing matters—A lot: Now what? In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 223–238). New York: Routledge.
Schrader, J., Hohmann, R., & Hartz, S. (Eds.). (2010). Mediengestützte Fallarbeit—Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern [Video case-based learning—Concepts, experiences, and findings regarding adult educators’ competence development]. Bielefeld: Bertelsmann.
Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi: 10.3102/0013189X015002004 .
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Shulman, J. H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.
Spiro, R. J., & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163–204). Hillsdale, NJ: Erlbaum.
Steins, G., & Wicklund, R. A. (1993). Zum Konzept der Perspektivenübernahme: Ein kritischer Überblick [The concept of perspective-taking: A critical overview]. Psychologische Rundschau, 44(2), 226–239.
Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46(1), 29–48. doi: 10.1016/j.compedu.2005.04.002 .
Tietgens, H. (1988). Professionalität für die Erwachsenenbildung [Professionalism for adult education]. In W. Gieseke (Ed.), Professionalität und Professionalisierung (pp. 28–75). Bad Heilbrunn: Klinkhardt.
van den Berg, E. (2001). An exploration of the use of multimedia cases as a reflective tool in teacher education. Research in Science Education, 31(2), 245–265. doi: 10.1023/A:1013193111324 .
van Es, E. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing. Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.
van Zundert, M. J., Sluijsmans, D. M. A., Könings, K. D., & van Merriënboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32, 127–145. doi: 10.1080/01443410.2011.626122 .
Webb, N. M., Trooper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406–423. doi: 10.1037/0022-0663.87.3.406 .
Weinberger, A., & Seyfried, C. (2009). RIFE: Reflection Instrument for Education. Salzburger Beiträge zur Erziehungswissenschaft, 13, 83–94.
Willis, J., & Wright, K. E. (2000). A general set of procedures for constructivist instructional design: The new R2D2 model. Educational Technology, 40(2), 5–20.
Wolfe, J. (2008). Annotations and the collaborative digital library: Effects of an aligned interface on student argumentation and reading strategies. International Journal of Computer-Supported Collaborative Learning, 3(2), 141–164. doi: 10.1007/s11412-008-9040-x .
Zottmann, J. M., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2012). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment: A matter of perspective? Interactive Learning Environments, 20(6), 513–532. doi: 10.1080/10494820.2010.539885 .