Case Studies

Case Studies by title

Demonstration and modelling in physics
A teacher trainee carries out a demonstration in a physics class and teaches the concepts entailed in the demonstration to the pupils. The video shows what factors need to be accounted for when planning and carrying out a demonstration to a class of pupils.

Language: Finish

Method: 1, 5, 6

Origin:

Digital video for multi−perspective reflections and analysis of learning experience in teaching of gifted children.
This case study focuses on the learning activities of gifted children during a field trip to a technological laboratory. Teaching activities of laboratory staff and resulting learning activities of the children have been recorded on video and the video material is online available for analysis by teacher trainees and their teacher educator. The video and related texts aim at promoting insight in how to create effective learning activities and learning situations for gifted children.

Language: English

Method: 5, 6

Origin:

Digital video in teaching science by modelling with computer
This case study examined the potential of digital video for the development of computer models of physical phenomena and aimed at offering an online environment to be used by teachers, for creating a stimulating learning environment for children interested in science.

Language: Czech

Method: 5, 6

Origin:

Electronic collegial consultation using online video
The case study focuses on the role online video can play in collegial consultation through an electronic discussion forum. In this particular case a group of school mentors, participating to a professional development course, showed each other fragments of coaching interviews they had with beginning teachers, asking questions about their performance and receiving specific feedback from their colleagues. The central question in the case study was: does online video add to the effectiveness and efficiency of collegial consultation?

Language: Dutch

Method: 3

Origin:

Elicitation as a discourse technique to build up construct knowledge in a CLIL classroom at secondary level
Student teachers enrolled in a TEFL course (Teaching English as a Foreign Language) have been asked to view an online video of a CLIL (Content and Language Integrated Learning) secondary classroom. The student teachers are asked to focus on teacher talk and on the kind of questions the teacher asks and subsequently share their observations through an electronic forum. The case study is based on the assumption that in this way they could become more reflective with regard to how they themselves address their students and might plan their talk.

Language: English

Method: 2

Origin:

Ethnic minorities and education
This case study uses online video to introduce students to ethnically and culturally changing society and have them reflect on consequences of this for education. The videos offered show panel discussions and lectures with ethnic minority representatives being the main actors.

Language: Finnish

Method: 2

Origin:

Exploring the use of PALET: Digital representation of practice knowledge of teachers, using online video
PALET is a website giving access to practice knowledge of experienced teachers. Practice knowledge is digitally represented as a combination of video examples of interesting practices, related videotaped interviews with the teachers, short texts (practical theory), stories and links. All material has been organized under seven basic teacher competencies, as they are being used in The Netherlands. This case study offers an evaluation of the use of PALET in the framework of coaching practicing teacher trainees at school.

Language: Dutch

Method: 1, 2, 5

Origin:

Familiarizing students with the ‘cycle of teaching’: preparation, teaching, reflection
Student teachers have to become aware of the three phases of the so-called ‘cycle of teaching’ with respect to lessons they teach: preparation, teaching, reflection. In this case study three video recordings have been developed with regard to these phases: 1) a talk with a teacher about the preparation of a lesson, 2) a recording of the lesson itself and 3) a discussion of the lesson between the student teacher and a counselor. At the beginning of their practical training student teachers observe these videos individually, followed by a group discussion.

Language: Dutch

Method: 1, 2, 6

Origin:

Imparting micro-political literacy to student teachers.
Micro-politics refer to processes through which individuals or groups (teachers, teacher trainees, pupils) try to use formal and informal power to realise, preserve or restore working conditions they consider to be desirable. The acquisition of micro-political literacy should be paid attention to in the support of future and beginning teachers. The video which is exemplarily included in this case study shows an interview with a beginning teacher about a problem which is very familiar to a student teacher and a beginning teacher: the lack of a classroom which is properly equipped for teaching his/her subject, i.e. technology. This example illustrates the essence of so-called ‘material interests’ in a micro-political view on the teaching profession.

Language: Dutch

Method: 2, 6

Origin:

Language student teachers learn how to teach oral language skills in a large group in secondary level
This case study shows how to apply pedagogical approaches for teaching oral skills in a large group of students. It offers video clips that show various situations, such as planning, implementation and reflection. The participating student teachers are English language teacher trainees, but this case study is applicable for any foreign language teacher at the secondary level.

Language: English

Method: 1, 5, 6

Origin:

Modelling graphically different kinds of motions in the physics course in upper secondary school
This case study shows how physics student teachers can target content aims and social affective aims at the same time in the beginning of an upper secondary physics course (16 years old students). The video material exemplifies how graphical modelling for teaching basic kinematics concepts is being used and how at the same time students are encouraged to work together.

Language: Finnish

Method: 1, 5, 6

Origin:

Online video in a student’s electronic portfolio
This case study describes and evaluates a pilot with four practicing teacher trainees using online video in their electronic portfolio. The students uploaded short video fragments of lessons they taught and in relation to this they explained why they had chosen these specific fragments and what questions they would like to discuss with their peers and the teacher educator, who had been given access to the portfolio.

Language: Dutch

Method: 2, 3, 4

Origin:

Peer coaching: teachers/colleagues helping each other to improve their teaching behaviour in the classroom.
This case study describes a specific method for peer coaching, in which teachers support each other on the basis of video recording they make of aspects of their teaching behaviour they want to improve and to discuss.

Language: Dutch

Method: 1, 3

Origin:

Planning Projects in language education
In project-based classrooms, pupils become language users and work in teams to attain a common product. The format of this product may take various forms like a poster, an oral presentation, a song, a magazine. In this case, drama is used and a video-recording of pupils’ performance is used as the basis for the development of a video-case with student trainees, enabling them to become acquainted with how to plan, implement and evaluate projects once they become teachers in service.

Language: English

Method: 6

Origin:

Reflective analysis for autoscopy and heteroscopy. Using video to improve self evaluation and competencies (economics teaching)
This case study reports the use of video for individual reflection and group analysis by a small group of 2nd year students, focusing on the three phases: planning a tutorial class, actual teaching and self evaluation afterwards. They discuss of their teaching behaviour with their peers and/or their trainer, making manifest the gap between self analysis without video and group analysis after video feedback.

Language: French

Method: 3,4

Origin:

Representative teaching in high school physics
The video clip in this case demonstrates blackboard-based teaching of two teacher trainees in a high school (pupils aged 17-18 years) class on electricity. It is shown how the trainees apply the principles of representative teaching and use the blackboard as a means to overview the experiment/demonstration.

Language: English, Finish

Method: 3, 5

Origin:

Role of Podcasts and their use with mobile technology for Teacher Education
Students use hand held technology and Podcasts to learn how to use computer software to support learning. The main emphasis of the learning is on the development of practical understanding of use of certain computer technology. The Case Study examines the effectiveness of mobile technology for this aspect of learning.

Language: English

Method:

Origin:

Streamclass using streamed digital video to improve mutual understanding of the education systems in The Netherlands and Scotland.
A cooperative project between two Universities one in the UK and the other in the Netherlands sought to use streamed digital video to enable student teachers in each institution to learn about aspects of the education system in the other country.

Language: English

Method: 1, 2, 3, 6

Origin:

Teacher educator using new technology (whiteboard) to teach multiplication.
This case shows a video clip depicting a math class where a teacher instructs elementary school students (aged from 10 to 11) to multiply using a touch sensitive whiteboard. The aim is to demonstrate how to utilize modern technology in the teaching of math.

Language: English

Method: 1, 5

Origin:

Teacher responding to critical situations: a self-assessment tool
This case study shows a web-based programme, called “Teacher in Critical Situations” (TiCS). It enables teachers to assess the attitudinal component of seven basic teacher competencies which they must meet according to the Dutch law. The programme offers teachers videos of critical situations, the videos stop at a certain point and then the teachers are asked to choose from a set of alternatives. At the end they receive an overview of personal scores, in comparison with their peers.

Language: Dutch

Method: 2, 4

Origin:

Teacher trainees develop instructional IPOD Clips
As part of their training, teacher education students had to develop IPOD clips for their pupils in secondary education. The clips should contain instruction for the pupils, should be short and clear, should be clearly visible on an IPOD and should have some added value. This case study describes students“ and pupils ”experience and shows one of the clips that has been developed.

Language: English

Method: 6

Origin:

Teacher trainees planning and delivering a language class focusing on activities that are socio-constructivist by nature
Online video has been used to demonstrate good practice in subject didactics. The video demonstrates how socio-constructivist learning theory can be implemented in a language class and reflects current practices in (language) teacher education in Finland and elsewhere, touching upon issues such as team teaching, problem-based learning and communicative approach to language teaching.

Language: English

Method: 1, 6

Origin:

Teacher training sessions as sources of learning and teaching materials for teacher trainers and teachers
This case study focuses on using authentic video recordings of physics teachers` training sessions. The video clips were carefully selected, processed, fragmented complemented by notes and made available in different learning and teaching contexts in an online learning environment. The clips can be used both by teacher educators and teachers for different purposes, such as introducing specific content or showing specific skills.

Language: Czech

Method:

Origin:

Training mentors in supervising student teachers
This case study contains two video recordings, one showing a short lesson by a teacher in a secondary school, the other showing a discussion of this lesson with a mentor/supervisor. During the discussion, the mentor/supervisor focuses on the reflection by the student teacher, following the Korthagen spiral model of an ideal process of reflection.

Language: Dutch

Method: 1, 2

Origin:

Use of digital video to enhance teaching and learning related to geography fieldwork
A group of three teacher education students who were training to be geography teachers created a video, edited it, and used it as a teaching aid with school pupils and with other students. One of the students used the same technique with pupils in a high school. The activity had a high impact on the pupils and students but also influenced th way that a high school would use computer and video technology in its future teaching.

Language: English

Method: 2,5,6

Origin:

Using a video-project to introduce project-based learning in teacher training
This case study is about a project-based approach to language learning. The case integrates movie-making as the final product and as part of the learning process, with a threefold aim: firstly the student-teachers are required to use the target language (English), secondly they are introduced to a project-based learning approach and finally, by using technology as a teaching resource, they are more likely to incorporate this technology into their future teaching.

Language:

Method:

Origin:

Using Dividu as tool for reflection on own practice
This case study shows an online tool, being used by teacher trainees from the University of Groningen to upload videos of their own lessons. The students (teacher trainees) comment on each others videos, ask for feedback and give feedback to each other. The videos are generally also included in the students portfolios.

Language: English

Method: 3

Origin:

Using ICT to enhance Creativity
-Teacher Trainees observe creative use of ICT in the classroom.
Student teachers use an innovative combination of text and video resources to develop an understanding of how ICT can be used to develop creativity of pupils. The video is taken from a wide variety of learning contexts.Introduction

Language: English

Method: 1, 2, 6

Origin:

Using video case studies for teacher training in micro-teaching situations (CAPES exam, economics lesson)
This case study reports the use of video in microteaching situations, by first year students preparing for selection through a competitive examination. The students observe, analyze and compare various videos accessible on line, which display the practices of themselves and their peers. In this scheme the learning by the student teacher is at the centre.

Language: French

Method: 1, 3

Origin:

Using video cases to learn about classroom management
The University of Groningen, together with the Noordelijke Hogeschool Leeuwarden and the Open University Heerlen, have developed a database of video cases about teaching practice, all centered around a problem or dilemma of a student teacher. The video cases are being used in the teacher education program to trigger students discussions on authentical practical problems. This case study shows one such video case on a class room management problem.

Language: Dutch

Method: 1, 2,

Origin:

Using video to display in a students digital portfolio their progressive acquisition of skills in the teaching economics.
This case study reports on the use of video as part of an online accessible student teachers digital portfolio. Second year student teachers must record one cycle of their own training: planning of lesson, implementation of the lesson, autoscopy (self retroaction with video for a reflective analysis) which makes up a part of their learning and teaching digital portfolio. Then, they reflect on their personal development and discuss this with their peers and/or their trainer (heteroscopy); the auto and external assessments compose another part of their portfolio.Teaching behaviour and teacher-pupils interactions are at the heart of the learning experience.

Language: French

Method: 3, 4

Origin:

Video to support teaching and learning pedagogical content knowledge
Teacher educators and teacher trainees have collaboratively drawn up a list of ‘difficult issues’ in teaching and learning the concept of equilibrium in chemistry. A video recording has been made of a lesson by an experienced teacher who taught this topic. The video material has then been analyzed by teacher trainees, on the basis of the problems previously identified.

Language: English, Dutch

Method: 3, 4

Origin: