Impact of Video Lesson Analysis on Preservice Elementary Teachers' Teaching and Learning
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| Title: | Impact of Video Lesson Analysis on Preservice Elementary Teachers' Teaching and Learning |
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| Language: | English |
| Authors: | Eun Kyung Ko |
| Source: | i.e.: inquiry in education. 2024 16(2). |
| Availability: | Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Video Technology, Preservice Teachers, Elementary School Teachers, Teaching Methods, Learning Processes, Visual Aids, Lesson Observation Criteria, Faculty Development, Reflection, Technology Uses in Education, Influence of Technology, Classroom Techniques, Teacher Education |
| ISSN: | 2154-6282 |
| Abstract: | This study examines the impact of video-based learning on preservice elementary teachers, focusing on the use of Accomplished Teaching, Learning, and Schools (ATLAS) and Teaching Channel video resources. The research addresses the increasing reliance on video analysis for teacher preparation. Two groups of preservice teachers participated, including those already working in educational settings and career changers new to the field. The study employed a mixed-methods approach, analyzing exit surveys, focus group interviews, and video reflections. Findings reveal that while ATLAS videos provided valuable commentary and classroom observation opportunities, concerns were raised about video quality and realism. Comparisons to Teaching Channel videos highlighted the need for thematic organization and higher production standards. Overall, the videos served as an effective tool for reflection and professional growth, offering insights into effective teaching practices and encouraging self-improvement among preservice teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454273 |
| Database: | ERIC |
| Abstract: | This study examines the impact of video-based learning on preservice elementary teachers, focusing on the use of Accomplished Teaching, Learning, and Schools (ATLAS) and Teaching Channel video resources. The research addresses the increasing reliance on video analysis for teacher preparation. Two groups of preservice teachers participated, including those already working in educational settings and career changers new to the field. The study employed a mixed-methods approach, analyzing exit surveys, focus group interviews, and video reflections. Findings reveal that while ATLAS videos provided valuable commentary and classroom observation opportunities, concerns were raised about video quality and realism. Comparisons to Teaching Channel videos highlighted the need for thematic organization and higher production standards. Overall, the videos served as an effective tool for reflection and professional growth, offering insights into effective teaching practices and encouraging self-improvement among preservice teachers. |
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| ISSN: | 2154-6282 |
