Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers' video analysis.
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| Title: | Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers' video analysis. |
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| Authors: | Farrell, Meg1 (AUTHOR) meg.farrell@tum.de, Martin, Monika2 (AUTHOR), Böheim, Ricardo1 (AUTHOR), Renkl, Alexander2 (AUTHOR), Rieß, Werner3 (AUTHOR), Könings, Karen D.4,5 (AUTHOR), van Merriënboer, Jeroen J. G.4 (AUTHOR), Seidel, Tina1 (AUTHOR) |
| Source: | Instructional Science. Dec2024, Vol. 52 Issue 6, p879-917. 39p. |
| Subject Terms: | *Student teachers, *Instructional systems design, *Teacher education, *Prior learning, *Beginning teachers |
| Abstract: | In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices' limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers' situational interest. Overall, results demonstrated that preservice teachers' professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180805325 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers' video analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Farrell%2C+Meg%22">Farrell, Meg</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> meg.farrell@tum.de</i><br /><searchLink fieldCode="AR" term="%22Martin%2C+Monika%22">Martin, Monika</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Böheim%2C+Ricardo%22">Böheim, Ricardo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Renkl%2C+Alexander%22">Renkl, Alexander</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rieß%2C+Werner%22">Rieß, Werner</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Könings%2C+Karen+D%2E%22">Könings, Karen D.</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Merriënboer%2C+Jeroen+J%2E+G%2E%22">van Merriënboer, Jeroen J. G.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Seidel%2C+Tina%22">Seidel, Tina</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Dec2024, Vol. 52 Issue 6, p879-917. 39p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices' limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers' situational interest. Overall, results demonstrated that preservice teachers' professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180805325 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-024-09662-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 39 StartPage: 879 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Prior learning Type: general – SubjectFull: Beginning teachers Type: general Titles: – TitleFull: Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers' video analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Farrell, Meg – PersonEntity: Name: NameFull: Martin, Monika – PersonEntity: Name: NameFull: Böheim, Ricardo – PersonEntity: Name: NameFull: Renkl, Alexander – PersonEntity: Name: NameFull: Rieß, Werner – PersonEntity: Name: NameFull: Könings, Karen D. – PersonEntity: Name: NameFull: van Merriënboer, Jeroen J. G. – PersonEntity: Name: NameFull: Seidel, Tina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 52 – Type: issue Value: 6 Titles: – TitleFull: Instructional Science Type: main |
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