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Bibliografická citace

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EB
EB
ONLINE
[Praha] : Karolinum, 2021
1 online zdroj (310 stran)
Externí odkaz    Plný text PDF (Bookport) 
   * Návod pro Bookport 


ISBN 978-80-246-4707-4 (online ; pdf)
ISBN 978-80-246-4690-9 (print)
The book deals with developing the concept of professional vision (noticing and knowledge-based reasoning) among future primary and secondary school teachers of Biology, Mathematics, English as a foreign language, Art, and Social Studies. Researching the use of video interventions during teacher-training programmes, the authors show that short-term interventions do not significantly improve professional vision, which is in contrast to student teachers’ perception of the practice. The book also uses case studies to uncover individual differences in student teachers’ learning, taking into account their various backgrounds and approaches. This is a valuable resource for teacher educators who are considering the incorporation of video-intervention courses into study programmes and for researchers interested in the development of professional vision..
001640271
Introduction 9 // /Chapter 1 / // Theoretical framework 13 // 1.1 Professional vision 14 // 1.2 Practice-based education of future teachers 16 // 1.2.1 The conception of quality teaching 18 // 1.2.2 Reflective tasks around videos 22 // 1.3 Video-interventions and their influence on pre-service teachers’ noticing // and knowledge-based reasoning 25 // 1.4 Summary and terminology used in the book 29 // / Chapter 2/ // Video-interventions - design and overview of their implementation 31 // 2.1 Design of the video-interventions 32 // 2.1.1 Selection of videos for the ‘public video’ intervention 32 // 2.1.2 The PSTs’ own lessons for the ‘own video’ intervention 33 // 2.1.3 Homework tasks 34 // 2.1.4 In-session work 36 // 2.2 Overview of interventions 37 // 2.3 ‘Public video’ interventions for each subject group 40 // 2.3.1 Elementary Art Education (EAE) 41 // 2.3.2 Elementary Social Studies (ESS) 47 // 2.3.3 Biology (Bl) 53 // 2.3.4 English Language (EL) 58 // 2.3.5 Mathematics (MA) 65 // 2.4 ‘Own video’ interventions for each subject group 73 // 2.4.1 Elementary Art Education (EAE) 74 // 2.4.2 Elementary Social Studies (ESS) 79 // 2.4.3 Biology (Bl) 83 // 2.4.4 English Language (EL) 86 // 2.4.5 Mathematics (MA) 88 // 2.5 Summary 92 // /Chapter 3/ // Focus on noticing and knowledge-based reasoning (Study 1) 95 // 3.1 Literature review 96 // 3.1.1 ‘Own video’ versus ‘public video’ interventions 96 // 3.1.2 Noticing expert phenomena and PSTs’ alignment // with the experts’ views 97 // 3.2 An embedded study: Identification of expert phenomena 99 // 3.2.1 Participants - experts 99 // 3.2.2 Data analysis 99 // 3.2.3 Results: Expert phenomena 103 // 3.3 Research design of Study 1 106 // 3.3.1 Participants 106 // 3.3.2 Research instruments 107 // 3.4 Participants according to the initial questionnaire 109 //
3.4.1 Future elementary teachers (EAE, ESS) 109 // 3.4.2 Future lower and upper secondary teachers (Bl, EL, MA) 110 // 3.5 Analysis of data 112 // 3.5.1 Noticing and knowledge-based reasoning (Study 1a) 112 // 3.5.2 Expert-like noticing and reasoning (Study 1b) 116 // 3.6 Results 119 // 3.6.1 Noticing and knowledge-based reasoning (Study 1a) 119 // 3.6.2 Noticing and reasoning about expert phenomena (Study 1b) 122 // 3.6.3 Pre-service teachers’ noticing of and reasoning // about the expert phenomena 126 // 3.7 Discussion and conclusions 130 // 3.7.1 Noticing and knowledge-based reasoning (Study 1a) 130 // 3.7.2 Noticing of and reasoning about expert phenomena (Study 1b) 131 // /Chapter 4/ // Focus on pre-service teachers’ voices (Study 2) 135 // 4.1 Literature review 135 // 4.2 Methodology 138 // 4.2.1 Post-questionnaire 138 // 4.2.2 Analysis of data 138 // 4.3 Results 140 // 4.3.1 Professional self-development 141 // 4.3.2 The structure and organisation of the video-interventions 147 // 4.4 Discussion and conclusion 154 // 4.4.1 The PSTs’ perception of their development during the video-interventions 154 // 4.4.2 Learning to notice and development of knowledge-based reasoning? 155 // 4.4.3 The PSTs’ views about the structure and organisation // of video-interventions 156 // /Chapter 5/ // Focus on individual pre-service teachers (Study 3) 159 // 5.1 Elementary Art Education: Olive and Paula learn differently 161 // 5.1.1 Olive learns to notice details and focuses on pupils 161 // 5.1.2 Paula becomes aware of the gaps in her expert knowledge 166 // 5.1.3 Conclusion for Olive and Paula 172 // 5.2 Elementary Social Studies: Mary and Rosa’s different approaches to teaching influence their learning in the video-intervention 173 // 5.2.1 Mary and Rosa develop their conception of social studies teaching 174 //
5.2.2 How Mary and Rosa worked during the video-intervention 175 // 5.2.3 Mary and Rosa perceive benefits of their participation // in the video-intervention differently 181 // 5.2.4 Conclusion for Mary and Rosa 182 // 5.3 Biology: Michelle and Rachel benefit differently in the video-intervention 183 // 5.3.1 Michelle and Rachel differ in their approaches to the work within the video-intervention and their beliefs about what they learnt..183 // 5.3.2 Michelle and Rachel notice differently in the hot and the distanced reflections 185 // 5.3.3 Michelle and Rachel differ in their noticing and knowledge-based reasoning 188 // 5.3.4 Conclusion for Michelle and Rachel 192 // 5.4 English Language: Types of videos influence Phoebe and Olga’s learning 193 // 5.4.1 Phoebe develops her skills through other PSTs’ reflections 195 // 5.4.2 Olga develops her skills through her own reflections 199 // 5.4.3 Conclusion for Phoebe and Olga 203 // 5.5 Mathematics: Interactions with peers influence Randy and Hilary’s learning 204 // 5.5.1 Randy changes his views 206 // 5.5.2 Hilary learns to notice details 210 // 5.5.3 Conclusion for Randy and Hilary 213 // 5.6 Summary and conclusions 214 // /Chapter 6/ // Focus on development in the ability to reflect // in the ‘own video* setting (Study 4) 219 // 6.1 Elementary Art Education: Alma changes her views // based on her peers’ critical feedback 220 // 6.1.1 Alma’s preparation and conducting of the lesson 221 // 6.1.2 Developments in Alma’s ref ection on her lesson 221 // 6.1.3 Conclusion for Alma 225 // 6.2 Elementary Social Studies: The PSTs’ fears and doubts decrease 225 // 6.2.1 Fear of indoctrination 226 // 6.2.2 Doubts about the effectiveness of the planned lesson for the acquisition of knowledge 228 // 6.2.3 Mediation of the difficulty of the topic for pupils 229 //
6.2.4 Conclusion for the Elementary Social Studies group 231 // 6.3 Biology: The PSTs change their views of the lesson when confronted with the views of others 232 // 6.3.1 Issues related to management and pedagogy in Camilla’s lesson 234 // 6.3.2 Subject-specific aspects of Camilla’s lesson 236 // 6.3.3 Issues from Camillas lesson considered noteworthy by the PSTs 239 // 6.3.4 Conclusion for the Biology group 240 // 6.4 English Language: Nels reflective approach develops thanks to the tasks and her peers’ and the course leader’s input 241 // 6.4.1 Nel’s hot reflection and work with her experimental lesson 242 // 6.4.2 Nel’s reflection on a lesson taught by her peer 244 // 6.4.3 Nel’s revisiting of the experimental lessons and revision of the plan 247 // 6.4.4 Nel’s perception of her learning in the video-interventions 249 // 6.4.5 Conclusion for Nel 250 // 6.5 Mathematics: Asking pupils to justify is the missing variable in Megan’s lesson 251 // 6.5.1 Megan’s teaching reflections soon after the lesson 251 // 6.5.2 Megan’s lesson reflection with the help of the video-recording 253 // 6.5.3 Important moments in Megan’s lesson 256 // 6.5.4 Conclusion for the Mathematics group 258 // 6.6 Summary of case studies 259 // /Chapter 7/ // Conclusions, limitations and implications 261 // 7.1 Results 262 // 7.2 Implications 266 // 7.3 Limitations and further research 267 // 7.4 Conclusions 269 // References 273 // Appendices 287 // A1. Initial questionnaire (pre-Q) 287 // A2. Post-questionnaire (post-Q) 290 // A3. Delayed questionnaire (del-Q) 290 // A4. Expert phenomena identified in the pre- and post-task lessons and their brief descriptions 291 // A5. Possible interpretative framework, version adapted for mathematics 296 // Abbreviations 299 // Index 301 // Author index 305

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