Cases of teacher trainers using examples of teaching practices on video in a distance learning context

Florian Meyer, Université de Sherbrooke, Québec, Canada

Cases of teacher trainers using examples of teaching practices on video in a distance learning context SY 4 : Video-Enhanced Environments for Teacher Learning

SIG 11 – EARLI 2014


Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada

Plan

1. Problem and goals

2. Theoretical framework

3. Methodological aspects

4. Results

5. Discussion and opening


Problem and goals


Observing videos• Modeling practices seems to have a positive effect on the development of

professional competencies allowing emotional, social, and cognitive learning (Yung, Yip, Lai, et Lo, 2010).

• Modeling (Schunk, 2001) from examples of good practice on video goes beyond a simple exemplification of practice and engages students in a complex and reflexive analysis process (Santagata et Guarino, 2011).

• Interactions between teachers participating in training "video clubs" evolve (van Es et Sherin, 2008; van Es, 2012)

• Vicarious effect (Bandura, 1997) produced by watching videos of experienced peers within an autonomous online training contributes to the positive effect on the feeling of self-efficacy, intentions to change practice and knowledge of teachers in training (Meyer, 2010)


Online training for learning• The online trainer’s role to support collaboration and interaction

between teachers (students) is complex (Santiago, Leh and Nakayama, 2011) : it requires supporting various types of interactions (Dumont, 2007)

• Learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations she can do, the models that are proposed, the mediation offered by a trainer or a peer, conceptions or expectations (Cross, 1981; Bruner, 1996; Wang et Kang, 2007).


Problem

How do trainers know how to combine these aspects and support student teachers to analyze videos of practice online in order to learn better ?


Goals1. To understand the evolution of the capabilities of the students to

analyze videos, according to peer interventions and interventions of the trainer, or contextual characteristics of the training.

2. To understand to what extent the observations and analysis carried out by teachers and supported by trainers contribute to some of these cognitive processes and to what extent they contribute to learning.

– One of the major aspects is the pedagogical model implemented by trainers.

3. To support trainers who need some advice for a better practice.


Theoretical framework


• Four types of teaching knowledge: – disciplinary knowledge, – curriculum knowledge,– pedagogical knowledge – experiential knowledge (Malo,

2000)

• If the relationship between these knowledge can be facilitated during learning situations, then the links between theory and practice will be stronger (Legendre, 1998)

Teacher learning

(Shulman & Shulman, 2004, p. 260)


Online learning• During online learning : socio-cognitive conflict,

collaboration, interactions (Henri et Basque, 2003)

• Four types of support can be offered by the trainer (role that can sometimes be played by peer students): – psychological and psychosocial support– methodological and organizational support– educational support– technical support (Dumont, 2007)

Florian Meyer, Université de Sherbrooke, Québec, Canada11


(Wang & Kang, 2006, p. 226 )


Instructional design• MISA (Paquette, 2004) in four axes

1. DC: Design of Content (Knowledge and Skill Representation);

2. DP: Design of Pedagogical Specifications (Application of Teaching Methods and Approaches);

3. DM: Design of Materials (Specification of Learning Materials);

4. DD: Design of Delivery (Delivery Planning)

• Charlier, De Schryver et Peraya (2006)


Based on Charlier, de Schryver et Peraya, 2006

Conception

Perception


(Bloomberg, Renkl, Sherin, Borko & Seidel, 2013, p. 105)


Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009, p. 208)

Types of videos


Methodological aspects


• 5 teacher trainers• First step of a 2 years

process• 9 courses of 3 credits

(Fall 11 to Fall 13)• 180 Master degree

students (same program)

• Datas– Interviews– Interactions in forums

Qualitative action research


Some preliminary results


MauriceTITLE « Socioconstructivisme et app. pédago. contemporaines »

Design of Content « l’objectif de mon cours c’était de les amener à comprendre que le socioconstructivisme c’est un défi, ça donne des résultats » ; C3-4-11

Design of Pedagogical Specifications

Socioconstructivism and sociocognitivism 1 of 5 modules uses videos

Design of Materials Forums : mandatory and evaluatedEmails – Videos – Readings - CMaps

Design of Delivery Moodle – 100% online – credited and mandatory

Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (he made these videos) – One topic : integration project

Video use Application of theoretical concepts (5 approaches) to video segments + identification of spectific elements and illustration of own understanding

Types of support Rarely present, only when it is strategic : (psychological support) ; educational support

http://zoom.animare.org/


CaroleTITLE « Socioconstructivisme et app. pédago. contemporaines »

Design of Content « de connaitre et de comparer les principales approches pédagogiques contemporaines. Pis d’analyser et mettre à l’essai des principes et démarches de planifications et d’interventions » C3-4-11


Socioconstructivism and cognitivism 1 of 5 modules uses videos



Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (total of 180 min of videos) – One topic : integration project

Video use Application of theoretical concepts (5 approaches) to video segments + identification of specific elements and illustration of own understanding

Types of support Very present and supportive : psychological support ; organizational support ; technical support, educational support



LiseTITLE « Les savoirs didactiques en sciences et technologies »

Design of Content « la finalité c'est de ne pas confondre le savoir scolaire, le contenu du programme et le contenu scientifique » ; C1-3-8


Conceptual change



Types of video 1 good example of practice + 1 non exemplary practice from private bank of videos

Video use Observation and analysis of teaching situations (teacher) learning (student) + description and anticipation

Types of support Extremely present, questions a lot and interacts a lot : psychological support ; (organizational support) ; educational support (error is fundamental and seen as an opportunity)


FabienTITLE « Introduction aux prog de formation continue en ens. »

Design of Content Competence 11 and 8 (C11-8)


Socioconstructivism – CognitivismObservation to develop teacher thinking (Janík et al., 2009)

Design of Materials Forums : non mandatory Emails – Videos – Readings - CMaps


Types of video 9 Good examples of practice from http://zoom.animare.org (he made some of these videos). Various topics

Video use 3 steps observation. Progression in observing videos (take notes → analyze → reflect) + connexion to personal practice and understanding

Types of support Quite present : psychological support ; organizational support ; educational support ; (technical support)



Next steps• Analyzing interactions in every course to see how they build

up and what are their impact in terms of learning. • Gunawardena, Lowe & Anderson (1997) : 5 levels of

interaction : 1. Sharing/comparing of information;

2. Discovery and exploration of dissonance or inconsistency among ideas, concepts or statement;

3. Negotiation of meaning/coconstruction of knowledge

4. Testing and modification of proposed synthesis or co-construction;

5. Agreement statement(s)/applications of newly-constructed meaning.


Discussion and opening


(Bloomberg, Renkl, Sherin, Borko et Seidel, 2013, p. 105)


Different models

• Videos can enhance an online course in different ways ;

• Teacher trainers’ role is crucial ;• Videos play a very different role ;

• How do interactions evolve ?• What do students learn ? • What do the teachers need to improve ? And why ?


Thank you very much !

[email protected]

http://pedtice.org

mailto:[email protected]

http://pedtice.org/


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• Henri et Basque (2003). Conception d’activités d’apprentissage collaboratif en mode virtuel. Dans C. Deaudelin et T. Nault (Dir.), Collaborer pour apprendre et faire apprendre. La place des outils technologiques (29-49), Sainte-Foy : Presses de l’Université du Québec.

• Janík, T., Janíková, M., Knecht, P., Kubiatko, M., Najvar, P., Najvarová, V., et Šebestová, S. (2009). Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web. In Tomas Janík et T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 207–224). Munich, Allemagne: Waxmann Publishing.

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