Literature
- Demonstration of teacher behavior
- Demonstration of characteristic professional situations
- Demonstration of own behavior
- Professional situations for assessing competencies
- Subject matter to the teacher educator
- Subject matter to the teacher trainees
- Legal and ethical challenges
Year: 2004
Title: Videocases in elementary science teacher preparation
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Book/Journal: J. Brophy (Ed.), Using video in teacher education (First edition ed.) (pp. 103-129). Elsevier
Summary: Three videocases of classroom science instruction. The cases illustrate naturally occurring classroom events, e.g., student investigations and record keeping, small group discussions and teacher demonstrations. Dual audio tracks allow viewers to hear either the classroom events or the teacher’s reflections about each day’s lesson. In addition, a variety of computer-accessed text accompanies each case, including, e.g., teaching strategies and lesson plans. The videocases are meant to be used with the accompanying hypermedia but can also be used without a computer. Includes an instructors guide and a computer-assisted tutorial. A film crew was brought into the classroom for filming. Two cameras were used, one from the teacher’s viewpoint and the other took supplementary shots from the back corner of the classroom. Portable lighting, a wireless mike for the teacher and a shotgun mike attached to a movable boom that followed student conversations. The students in the class were acclimatized to the presence of the cameras and the crew by filming one week before the actual videocase started. All of the tapes were logged by time code and content, teacher interviews were used as a voice-over dub with classroom footage. The three cases are available online at http://tiger.coe.missouri.edu/~abells/roes/roes.html
Year: 1972
Title: Le micro-enseignement. Une méthode rationnelle de formation des enseignants. Dunod: Paris.
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Book/Journal: Traduction en français de l’ouvrage Allen & Ryan présentant les techniques de micro-enseignement mises au point depuis une dizaine d’années à l’université de Standford (Etats-Unis).
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Year: 1983
Title: Micro-enseignement et formation des enseignants”. P.U.F. Paris.
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Book/Journal: Reprenant notamment les travaux de G. Mottet, les auteurs font une synthèse commentée des expérimentations de micro-enseignement dans les E.N. et de leur évolution.
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Year: 1989
Title: Créer une nouvelle dynamique de la formation des maîtres. Rapport au Ministre de l’Education Nationale, Paris.
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Book/Journal: Le rapport du Recteur Bancel rassemble un certain nombre de réflexions et de propositions qui ont servi de base à la création des I.U.F.M.
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Year: 2006
Title: Réflexion professionnelle et rétroaction vidéo: une expérience en Guinée dans le perfectionnement des enseignants. Faculté d’éducation, Université de Sherbrooke.
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Book/Journal: Compte-rendu et analyse de l’expérimentation réalisée en Guinée.
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Year: 1969
Title: Comment les maîtres enseignent. Analyse des interactions verbales en classe. Ministère de l’Education Nationale et de la Culture, Bruxelles.
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Book/Journal: Analyse des comportements verbaux des enseignants.
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Year: 2002
Title: Effects of videocase construction on preservice teachers' observations of teaching
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Book/Journal: Journal of Experimental Education, 70(4), 345
Summary: Reports on the findings of a study on the effect of videocase construction on the observations of preservice teachers on teaching in the U.S. as of June 2002. Use of case-based teaching and and learning in teacher education; Advantages in using the video format for learning; Implications of the study for teacher education programs. Comparing a target group and a control group of students in order to assess the participants ability to identify, interpret and analyze evidence of exemplary teaching. For recording lessons, a hand-held Canon ZR-10 digital camera was used. The videotapes were edited on Macintosh G3 computers using Apple's iMovie 2.0.3 software. While viewing the clips, the students typed their responses on a computer, using a format that prompted them for the five frames and allowed them to simultaneously view their video clips in an on-screen box. The filming and editing extended over several lab sessions, and the online reflection occurred during one lab session. The target group also participated in a related group e-mail electronic mailing list discussion about their observations. The e-mails were posted and responded to outside of class over 8 weeks. A Video Observation Test was used to assess the two groups of students' ability to identify, interpret and analyze elements of effective teaching at the end of the study period.
Year: 1970
Title: Un message aux messagers. Média Nº18, décembre.
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Book/Journal: L’inspecteur général rend compte du premier stage de sensibilisation des directeurs d’E.N.
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Year: 2004
Title: Quality visions and focused imagination
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Book/Journal: J. Brophy (Ed.), Using video in teacher education (First edition ed.) (pp. 29-52). Elsevier
Summary: Discusses the development of docucases, describes how they are currently used in teacher education. Describes a study on the contribution of docucases to teacher learning. Students are shown video clips from exemplary teachers' classrooms.
Year: 1972
Title: Recommandation relative aux circuits fermés de télévision pour la formation des maîtres”. Paris. Nº8, janvier.
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Book/Journal: Le Ministère décrit les principaux types d’équipement et leurs utilisations possibles.
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Year: 1973
Title: Création d’un Comité de Coordination chargé d’assurer le développement des actions entreprises pour la formation des professeurs d’Ecole Normale aux emplois des techniques modernes d’éducation et nota
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Book/Journal: Description de la composition du Comité et de ses missions.
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Year: 2004
Title: Designing and developing a video-case based interactive program for English language arts teacher preparation
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Book/Journal: J. Brophy (Ed.), Using video in teacher education (First edition ed.) (pp. 29-52). Elsevier
Summary: Laserdisc, computer software and literature on the reading and writing workshop. Users need a computer, a laserdisc player and a television, each connected to the others. Two cameras were used to record the classroom activities, one focused on the teacher and the other on students. The teacher wore a wireless microphone and pressure zone microphones were placed around the room to pick up student voices
Year: 2001
Title: Digital Video: Watch Me Do What I Say!
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Book/Journal: Paper presented at Fall Teacher Education Conference of the Consortium of State Organizations for Texas Teacher Education. Corpus Christi, TX
Summary: This paper establishes a use for digital video in developing preservice teacher metacognition about the teaching process using a lesson plan-rating sheet as a guide. A lesson plan was developed to meet the specific needs of the methods instructors in a professional development program at a large public institution. The categories listed on the lesson planning document are: Instructional Objectives; State Objectives; Materials; Background Information; Learning Environment; Focus; Teaching Procedure; Explanation and Practice; Elaboration; Closure; and Assessment. After a semester of using the document, several of the methods instructors believed that preservice teachers were not successfully engaging in lesson planning and not displaying thought processes conducive to cogent, sequential, and organized lesson development. This need precipitated the development of a lesson plan-rating sheet. The lesson plan-rating sheet is based on the original lesson plan form with the addition of indicators. Those indicators are intended to focus the rater's attention on the details of lesson planning and to act as a tool to encourage discourse surrounding effective lesson planning and delivery of instruction in a mathematics methods course. Inter-rater reliability of the instrument was determined to be adequate, ranging from 0.83 to 0.98. Preservice teachers exhibited marked improvements in metacognitive processes relating to writing of lesson plans and engaged in greater critical analyses of the mentor teachers and themselves. Preservice teachers became better consumers of field placement experiences. The study indicates that videotapes can be used effectively to assist preservice teachers in becoming reflective practitioners. Participant demographics and the inter-rater reliability by category for lesson plan rating instrument are tabulated. Appendixes include the lesson plan form and the lesson plan-rating scale. (Contains 16 references.) (Author/AEF)
Year: 1979
Title: Formation des enseignants. Problématique, orientations, perspectives. Paris. C.O.P.I.E.-C.I.E.P.
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Year: 1996
Title: Video cases and the development of meaning making in preservice teachers
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Book/Journal: Teaching and Teacher Education, 12(5), 467-481
Summary: This study examined the effects of work with video-mediated cases on the meaning preservice teachers made of classroom teaching and learning vignettes. Analysis of interviews and discussions indicated that one-third of the topics discussed were adopted, transformed, or created by respondents for use in describing personal meaning making. The video vignette was a 4 min 30 s recording of a female teacher and 10 fourth grade pupils engaged in a reading lesson. The groups watched the video clip on a computer screen (Macintosh) and used a "point-and-click" computerized control panel displayed on the screen witch allowed viewing the segment in real time, or to fast forward, reverse or jump to any specific point in the case. Virtually no "down time" was therefore spent waiting for reels to spin and selecting and re-examining any portion was easy and efficient. The students had unlimited time for watching the clip and taking notes. No external support or facilitation, e.g., a person to facilitate the group discussion was provided. Recording the the group discussion was done through a one-way window. Individual lapel microphones were used to record the speech of each of the students. The interviews were also recorded and transcribed
Year: 1988
Title: Observer les situations éducatives”. PUF. Paris.
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Book/Journal: Tout en faisant ressortir l’importance des activités d’observation pour la formation des enseignants et les apports de la vidéo, les auteurs en soulignent les difficultés, en particulier dans le cadre
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Year: 1976
Title: La formation des enseignants demain”. Casterman. Paris.
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Book/Journal: L’auteur développe notamment l’idée selon laquelle la pratique de l’enseignement est autant le point d’ancrage du savoir théorique que son champ d’application.
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Year: 1979
Title: Analyse des comportements non verbaux des enseignants”. Bruxelles. Labor/ Paris. Nathan.
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Book/Journal: Analyse des comportements complémentaire à celle publiée dans l’édition de 1969.
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Year: 1972
Title: L’audio-visuel au service de la formation des enseignants. Le circuit fermé de télévision. Paris. Delagrave.
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Book/Journal: Fauquet décrit, en collaboration, les premières recherches sur l’utilisation de C.F.T.V., après avoir été nommé au Centre d’Audio-visuel de l’Ecole Normale Supérieure de Saint-Cloud.
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Year: 1973
Title: La vidéo-formation au CAV de l’E.N.S. de Saint-Cloud.” Media, nº48, Paris, OFRATEME.
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Book/Journal: L’équipe du CAV de l’E.N.S. de Saint-Cloud fait une synthèse, à partir des premières expérimentations, de l’apport du C.F.T.V.
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Year: 1983
Title: Le trajet de la formation. Les enseignants entre la théorie et la pratique. Dunod. Paris.
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Book/Journal: L’auteur présente une classification des modèles de formation en distinguant respectivement trois types de modèles centrés respectivement sur les acquisitions, la démarche et l’analyse.
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Year: 1979
Title: Recherche sur le micro-enseignement comme moyen de formation par expérimentation: stratégie éducative et intégration du groupe enfant” in: Mottet, G. (1979).
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Book/Journal: Les auteurs analysent le deuxième mode d’utilisation du micro-enseignement dans les E.N.
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Year: 2000
Title: Using video-based pedagogy in an elementary mathematics medthods course
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Book/Journal: School Science & Mathematics, 100(3), 118
Summary: Presents information on a study which explored the impact of using video-based pedagogy on preservice teachers' cognitions about teaching mathematics. Categories of the use of video episodes in mathematics teacher education; Perception of preservice teachers on mathematics teaching; Methodology of the study; Results and discussion.ABSTRACT FROM AUTHOR; The study explored the impact of using video-based pedagogy on preservice teachers' cognitions about teaching mathematics. The use of video-based pedagogy was integrated into the course, Methods for Teaching Elementary School Mathematics. A variety of written and interview data were collected during the course and, in the following semester, during student teaching. Evidence from case studies of three preservice teachers indicates that they engaged in reflection and reconstruction of their beliefs about how children learn mathematics and moved from a more didactic perspective of teaching mathematics toward a student-centered perspective. Such movement appears to have been influenced by the use of video-based pedagogy.ABSTRACT FROM AUTHOR
Year: 2004
Title: Critical success factors implementing multimedia case-based teacher professional development
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Book/Journal: Journal from the Organization of the American States, 139-140(I-II)
Summary: This document presents research findings concerning Critical Success Factors (CSF)—those fewactivity areas that deserve special attention to success—implementing multimedia case-based teacherprofessional development in school districts where this is an educational innovation. Our findingsemerge from data collected during the first pilot implementation of the Seeing MathTelecommunications project. This is an initiative devoted to helping elementary and middle schoolteachers improve their teaching practices by means of reflecting on and discussing relevant teachingepisodes, documented as multimedia information. Four U.S. school districts from different regionsof the country and with very different characteristics participated in the experience. Each of them,committed to the idea of implementing video case-based teacher professional development, tried toexplore it as an educational innovation. A local facilitator, designated by each school district, led theprocess of appropriating and customizing the idea, as well as of helping groups of teachers benefitfrom it. Different levels of success institutionalizing video case-based teacher professionaldevelopment were obtained by participating school districts, as a result of multiple interveningvariables. Its study was our research focus. Our research findings are subsets of these variables,those that may make a difference for the success or failure of an innovation at its different stages.
Year: 2004
Title: Creating a Vision for the Standards using Online Videos in an Elementary Mathematics Methods Course AACE
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Book/Journal:
Summary: This paper outlines the efforts of two mathematics teacher educators in their use of online videos to expose their elementary preservice teachers to examples of reform teaching, as espoused by the National Council of Teachers of Mathematics. The online videos provide an excellent source for reflection, and each author shares their different avenues to encourage both discussion and reflection about the practices seen on the videos. Actual student comments about videos they have viewed reveal the motivating and enlightening nature of this delivery method. While several websites provide access to online videos, this paper highlights PBS Mathline (http://www.pbs.org/teachersource/mathline/lessonplans/search_k-2.shtm). Readily available online videos were used to give elementary preservice teachers an idea of reform teaching (PBS Mathline videos at http://www.pbs.org/teachersource/math.htm). Videos that are accessible on the Internet have several advantages, e.g., students may view them at a time that is convenient for them and they may participate in discussion at their own pace.
Year: 2002
Title: The use of interactive video in teaching teachers: An evaluation of a link with a primary school
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Book/Journal: British Journal of Educational Technology, 33(1), 17
Summary: Evaluates the use of videoconferencing in learning and teaching in Great Britain higher education involved in initial teacher education. Benefits of using the videoconferencing in teaching; Effectiveness of the videoconferencing learning technique; Views of students on the learning technique employed. This paper presents an evaluation of the use of videoconferencing in learning and teaching in a United Kingdom higher education institution involved in initial teacher education. Students had the opportunity to observe naturalistic teaching practices without physically being present in the classroom. The study consisted of semi-structured interviews with the co-ordinator of the link, the head of ICT services in Stranmillis University College and the teacher of the classroom being observed. Students were invited to complete an online questionnaire. The views of the students, the co-ordinator of the link, the teacher of the classroom being observed and the head of ICT services in Stranmillis University College were then triangulated to gain an overall view of the effectiveness of the videoconferencing link. Interviews suggested students benefited in terms of pedagogy. In the early stages of the project, the teacher thought it acted as a form of classroom control. Technical problems were encountered initially and camera control was modified in the light of these. The online questionnaire suggested that students viewed this experience in a positive way and were impressed with the content, technical quality, and potential benefits of the use of this example of new technologies. Camera equipment was installed in one classroom in a small primary school. The classroom teacher operated the equipment herself. Students gathered to observe the class in the College via the video link in real time. The videoconferencing sessions lasted for 2 hours, including around 20 – 30 minutes of actual videoconference. Two sessions per semester was organized for each year group of student teachers with follow up sessions in tutorial groups.
Year: 1975
Title: Les grilles d’observation des situations pédagogiques”. Revue française de pédagogie. No 30. INRP. Paris.
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Book/Journal: Description et étude de grilles d’observation et de plans d’analyse.
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Year: 1974
Title: Les effets du feed-back par télévision sur le processus enseigner-apprendre. Bulletin de psychologie. No 316.
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Book/Journal: Résumé de la thèse de M. LINARD sur les effets du feed-back par télévision.
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Year: 1976
Title: Formation des maîtres. Bulletin de liaison du C.C.E.N., Nº2. OFRATEME. Paris.
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Book/Journal: Rapport des premières expériences de micro-enseignement réalisées dans les E.N.
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Year: 2002
Title: Understanding pre-service teachers' emerging practices through their analyses of a multimedia case study of practice
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Book/Journal: Journal of Mathematics Teacher Education, 5(3), 235-263
Summary: The limits inherent in field experiences and the difficulties in learning how to use student thinking in instructional practice are significant challenges in pre-service teachers' preparation. In this research, we have investigated how multimedia case studies of practice can support pre-service teachers in making meaning of complex classroom experiences and in developing strategies and rationales for using student thinking to guide instruction. In this paper, we present a brief review of the research on case studies to situate our particular approach that builds on the notion that a multimedia case study can be a site for investigation, analysis and reflection by pre-service teachers. We then report the results of examining the issues that one cohort of pre-service mathematics teachers (grades 7–12) identified as meaningful for them in terms of their own emerging practice and the ways in which they connected the case study teacher's practice to their own practice. We found that the pre-service teachers were able to use their perspectives on a common practice to highlight some of the dilemmas and tensions found in teaching. In particular, these pre-service teachers focused on the difficulties encountered when trying to use student thinking and to follow their own mathematical goals in a lesson. They were able to frame many of the issues that they encountered in their own practice (such as checking for student understanding and the use of questioning) in terms of their analysis of the case study teachers' practice.
Year: 1983
Title: Laboratoires d’essais pédagogiques. Rapport d’expérimentation. Ministère de l’Education Nationale, Direction des Ecoles. Paris.
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Book/Journal: Résumé de la mise en place des L.P. et de leurs résultats.
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Year: 1984
Title: L’individualisation de la formation des instituteurs. Rapport d’expérimentation. Ministère de l’Education Nationale, Direction des Ecoles. Paris.
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Book/Journal: Eclairage sur la formation individuelle, dans le cadre des L.P. en fonction des compétences à acquérir.
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Year: 1985
Title: Les laboratoires d’essais pédagogiques, une innovation dans la formation des enseignants. Rapport d’expérimentation. Ministère de l’Education Nationale, Direction des Ecoles. Paris.
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Book/Journal: Synthèse des travaux effectués et de l’apport méthodologique des L.P.
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Year: 1988
Title: L’analyse dans les laboratoires d’essais pédagogiques. Les sciences de l’éducation. No 4-5.
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Book/Journal: L’auteur étudie la méthodologie d’analyse des L.P.
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Year: 1977
Title: Formation des maîtres. Bulletin de liaison du C.C.E.N., Nº3. OFRATEME. Paris.
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Book/Journal: Résumé des expérimentations de micro-enseignement avec tableaux comparatifs.
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Year: 1979
Title: Aspects de la vidéo-formation dans les Ecoles Normales. - 1. Un certain regard; - 2. Le micro-enseignement. Formation des maîtres, No5. C.N.D.P./C.C.E.N. Paris.
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Book/Journal: Réflexions sur l’utilisation de la vidéo pour la formation des instituteurs et sur l’évolution du micro-enseignement.
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Year: 1997
Title: La vidéo-formation. Autres regards, autres pratiques.
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Book/Journal: Après avoir rappelé les grandes étapes de l’utilisation de la vidéo dans les Ecoles Normales, l’auteur rassemble et commente les premières expérimentations d’emploi de la vidéo dans les I.U.F.M. dans
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Year: 1994
Title: La formation des enseignants entre théorie et pratique. L’Harmattan. Paris.
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Book/Journal: Une autre contribution aux articulations entre théorie et pratique enseignantes.
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Year: 2001
Title: Online video case studies and teacher education: A new tool for preservice education
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Book/Journal: Journal of computing in teacher education 17(4)
Summary: Case methodology has emerged as a powerful tool for creating a bridge between theory and practice in teacher education. Video case studies delivered on the Internet offer tremendous potential for enhancing the sense of context and realism for pre-service teachers to demonstrate best practices in integrating technology within and across the curriculum. This area is so new that there is a great deal of discussion about the best ways to take advantage of the Internet in using both case studies and video. Little research has been done to provide guidelines on the optimal characteristics and components that should be included in online video case studies. There is also a lack of research available on how best to create and use video for the Web. This article reports the recommendations of a community of experts and practitioners in case studies and video who shared their knowledge to build greater understanding with others who are considering the use of online video case studies in their teacher education programs
Year: 1994
Title: Le praticien réflexif”. Montréal. Editions logiques.
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Book/Journal: Rappel et étude des pratiques d’analyse réflexive.
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Year: 2002
Title: Pepperdine presents: An online video case studies series to use throughout a teacher education program
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Book/Journal:
Summary: Pepperdine University has developed a series of online video case studies to use as part of its fifth year teacher education program. These online video cases use the software tools developed by LessonLab. Three cases from the series will be demonstrated. The first case, from a lower elementary classroom, includes four segments from a reading lesson that uses the Language Experience Approach. The follow-up to this case demonstrates how these same techniques can be adapted for use in a secondary level classroom The second case includes four segments from a unit on Climatology, covering both science and math concepts and highlighting the use of Palm Pilots as part of the unit. The third case demonstrates a variety of techniques used to teach English Language Learners
Year: 2002
Title: L’analyse pratique assistée par vidéo. Editions du C.R.P. Université de Sherbrooke.
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Book/Journal: A partir de nombreuses expériences d’utilisation de la vidéo pour la formation, l’auteur propose une classification de groupes d’études vidéo et étudie les méthodologies associées, conçues pour articu
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Year: 1999
Title: The `You are there' initiative
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Book/Journal: Phi Delta Kappan, 81(1), 93
Summary: Discusses the University of North Florida's preservice and inservice field-based teacher education program. Video-conferencing technology that allows students to observe master-teachers' classrooms in two different elementary schools; Equipment specifications; Development of the collaborative arrangement; Costs; Advantages of the arrangement for students; Participants in the project. This short article describes a video conferencing program used to give preservice teachers possibility to observe real time best-practice teaching.
Year: 1984
Title: L’observation systématique dans l’étude du fonctionnement cognitif. Psychologie Française. Tome 29, No 3-4.
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Book/Journal: L’auteur analyse en particulier les avantages et les inconvénients de l’observation en différé avec magnétoscope en soulignant les problèmes méthodologiques qui apparaissent.
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Year: 1990
Title: Questionner l’action: l’entretien d’explicitation. Psychologie Française, Tome 35, No 3
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Book/Journal: Première publication de l’auteur relative à l’entretien a posteriori pour essayer d’expliquer en détail l’action d’enseignement.
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Year: 1994
Title: L’entretien d’explicitation en formation initiale et en formation continue”. ESF. Paris.
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Book/Journal: L’importance de l’entretien a posteriori est soulignée à la fois pour la formation initiale et pour la formation continue.
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Year: 1995
Title: Du faire au dire: l’entretien d’explicitation. Cahiers pédagogiques. No 336.
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Book/Journal: La méthodologie de questionnement proposée par l’auteur vise à mieux cerner l’acquisition des compétences de l’enseignant en formation tout en analysant mieux l’activité d’apprentissage des élèves.
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Year: 1988
Title: Pratique du micro-enseignement. Une méthode souple de formation des enseignants. De Boeck. Bruxelles.
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Book/Journal: Recueil d’expérimentations commentées de micro-enseignement.
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Year: 2006
Title: Setting the stage for developing Pre_service teachers’ conceptions of good science teaching: The role of classroom videos
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Book/Journal: International Journal of Science Education, 28(1), 1-24
Summary: This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD_ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student_teachers enrolled for the 1_year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student_teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student_teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student_teachers from the role of student to the role of teacher.
Year: 1983
Title: L’audio-visuel, facteur d’innovation dans la formation des enseignants. Revue française de pédagogie. Nº63. I.N.R.P. Paris.
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Book/Journal: Comparaison des principales tendances d’évolution de l’utilisation de l’audio-visuel pour la formation des enseignants en France et dans quelques pays anglo-saxons.
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