1. Effects of an Online Teacher Training Course
Entailing Examples of Practice on Video
ECER 2012
Symposium : «How ICT can Improve Teacher Education and Professionalisation ?»
Florian Meyer, Université de Sherbrooke
Robert David, Université de Montréal
Michel Aubé, Université de Sherbrooke
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2. Table of Content
Context and issues
Theoretical framework
Objectives and
research questions
Methodology
Results & Discussion
Conclusion
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3. ISSUES
CONTEXT AND PROBLEM
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4. Context of Change
Programs of study reform (2001)
Competency-based programs
General learning domains
Teachers as conveyor of culture
Pedagogical renewal
Transformation of practice
New competencies
Need to support teachers
A long and complex process
Need new training strategies
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5. Problem
Emergence of training platforms
using examples of practice on
video
These videos allow:
to enrich the relationship
between theory and practice
to support modeling practices
to offer new opportunities
No assessment of the effects
of such platforms on the
professional development of
teachers
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6. THEORITICAL FRAMEWORK
CONCEPTS & MODELS
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7. Training Needs
Engage in a process of professional development
Professional competency: exploitation of specific resources
in order to achieve a result in a particular context, these
resources are, among others, theoretical knowledge, action
schemata or knowledge (Le Boterf,2000; Perrenoud, 1998)
12 competencies required by the Ministère de l’Éducation du
Loisir et du Sport
Competency 4 : «To pilot teaching/learning situations that are
appropriate to the students concerned and to the subject
content with a view to developing the competencies targeted in
the programs of study.»
(Martinet & al., 2001, p. 71)
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8. Professional competency 4
«Creates conditions in which students can engage in
meaningful problem situations, tasks or projects, based on
their cognitive, emotional and social characteristics» (p. 80)
«Guides students in selecting, interpreting and
understanding the information provided in the various
resources and in understanding the elements of a problem
situation or the requirements of a task or project» (p. 81)
«Provides students with the resources they need to take part
in the learning situations» (p. 80)
«Supports student learning by asking questions and
providing frequent and relevant feedback to promote the
integration and transfer of learning» (p. 81)
«Encourages teamwork» (p. 81)
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9. Online learning platform incorporating
examples of practice on video
Zoom sur l’expertise pédagogique (Version 2.3)
http://zoom.animare.org
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10. Training course
A training course is a series of steps that teachers
must follow to gradually develop one or more
targeted professional competencies
Each step is represented by a web page with a
title, a number, an introduction and different
sections organizing the content of the step.
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11. Situation of continuing training
Analysis model
(inspired by B. Charlier, 1998, p. 259)
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12. Situation of continuing training
Analysis model
(inspired by B. Charlier, 1998, p. 259)
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13. Teacher learning
The learning relate to knowledge that will allow a teacher to
improve or to change practice (Brown & Duguid, 1991) and to
act effectively in the widest possible variety of professional
situations (Le Boterf, 2000; Perrenoud, 1998).
There is learning for a teacher when there is a change of his
knowledge structures and construction of new knowledge
(Bourgeois & Nizet, 1997; Legendre, 1998).
Learning takes place through different cognitive processes that
are influenced by the environment and the social context in
which a person is, the practice of reference, observations that
can be done, models that are proposed, mediation offered by
an instructor or more experienced peer, teacher's conceptions
or expectations expressed (Cross, 1981; Bruner, 1996).
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14. Teaching practice change
Change involving modifications Factors promoting change
of (Charlier, 1998) : (Cauterman, Demailly, Suffys & Bliez-
planning decisions Sullerot, 1999a; Charlier, 1998) :
schemes of action Conditions of practice
knowledge implemented The functioning of the institution
actions implemented The institution's values
reflection on the action Characteristics of the teacher :
Type 1 : «a little bit more of the relationship to knowledge
same» vs type 2 : «a change in knowledge and know-how
vision, a his sense of self-efficacy
reframing» (Watzlawick,
Weakland & Fisch, 1975; personal history
Charlier, 1998; Bourgeois & involvement
Nizet, 1997) time organization
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15. Teacher self-efficacy
Belief that a teacher has in his/her ability to perform tasks
with a satisfying level of performance
Multidimensional model of teacher self-efficacy
(based on Tschannen-Moran & al., 1998, p. 228)
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16. OBJECTIVES
RESEARCH QUESTIONS
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17. First objective
Describe learning regarding the competency "Pilot" of
teachers who have completed a training course targeting
this competency and integrating examples of practice on
video.
What were the effects of the training on knowledge
relating to components of the competency «To pilot
teaching/learning situations that are appropriate to the
students concerned and to the subject content with a view
to developing the competencies targeted in the programs
of study» among teachers who have followed it?
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18. Second objective
Describe the intentions to change practice
regarding the competency "pilot" of teachers who
have completed a training course targeting this
competency and integrating examples of practice
on video.
What were the effects of the training on the
intentions of changing practice of teachers who
have followed it ?
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19. Third objective
Provide possible answers to the question: How
to improve the technological training platform
incorporating examples of practice on video, to
better support the professional development
of teachers?
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20. METHODOLOGY
APPROACH AND OBJECTS
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21. Research approach
Interpretive paradigm where reality is a subjective construct
dependent on the representations of the participants and the
researcher (Lessard-Hébert, Goyette & Boutin, 1990) :
consideration of the evolution of each individual concerned
according to their point of view and their representations
delimitation of training situations to evaluate integrating
multiple interrelated elements
Deferred evaluation approach (Gabrielli, 1989) :
centered on persons who have undergone training
considers the process of learning and change of these
people
integrates the "before" the "during" and the "after" the
training
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22. A specific training course
Title : « To pilot teaching/learning situations to
foster the development of competencies »
22 steps and a logbook to fill during the
training
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23. jeudi 20 septembre 12

24. Data collection
SAMPLING: 6 TEACHERS (5 WOMEN AND 1 MAN).
ALL TEACHING AT THE ELEMENTARY
Semi-structured interview before Semi-structured interview before
training training
Part 1: Personal Information Part 1: Part 2 Interview 1 ditto
Part 2: description, examples and and feeling of having learned and
perceived ability for each capacity development
component and for the Part 2: representation of learning
competency
Part 3: assessment of the
Part 3: expectations, concerns platform and the training
and intentions regarding the
Part 4: comments
training
DIARY COMPLETED BY EACH PERSON
WRITTEN ANSWERS TO SOME QUESTIONS ASKED IN THE COURSE
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25. Data analysis
Deductive approach and systematic analysis
starting from the analysis model proposed and
from the definition of the competency and its
components.
DIMENSION 2
DIMENSION 1
INTENTIONS TO
LEARNING
CHANGE PRATICE
DIMENSION 3
TRAINING COURSE
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26. RESULTS
ACCORDING TO EACH OF THE DIMENSIONS
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27. Dimension 1a: Understanding
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28. Dimension 1a: Understanding
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29. Dimension 1b:
Capacity to exemplify
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30. Dimension 2a:
Level of confidence
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31. Dimension 2b:
Validation of practice
Participants question their practice after observing
videos :
Sylvie notes especially that she was inclined to
provide answers and information to the students
too quickly. She noted that she had a tendency to
easily avoid feedback and strategies.
France was happy to see that she was doing
more relevant things than she thought. She also
noted that she was not giving enough positive
reinforcement.
...
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32. Dimension 3a
Appreciation of the videos
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33. Dimension 3a (suite)
Appreciation of the learning course
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34. Dimension 3b
Feeling of having learned
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35. DISCUSSION
POSSIBLE ANSWERS TO THE THREE RESEARCH QUESTIONS
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36. Learning
Learning is related to the observation of videos
whose content was accompanied by :
specific written definitions
targeted questions on elements to be observed
in videos
additional explanations
Learning was less systematic when none of
these supplements were present
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37. Intentions to change practice
All have expressed intentions of change :
inspired by teaching strategies observed
inspired by catches of awareness of gaps in their practice
formalized thanks to the questions and logbook
Positive vicarious effect if :
identification to the observed teacher
identification of the feasibility of what they observe (amplified by the
written supplements)
The videos have validated some aspects of these teachers' practice:
willingness to further progress
willingness to change their practice
Some consider to be less competent and to have much to change
better understanding of what is this competency
risk of discouragement: the course must prepare for this awareness
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38. To keep in the platform
Examples of teachers close to the realities of
participants: positive vicarious effect
Written content with anchor points: to analyze and
exploit videos
Written mediating role of the virtual trainer to support the
modeling and enriching the vicarious experience
Rich and comforting logbook
Questions leading teachers to identify possible
improvements: rich and developed descriptions
Questions designed so they help define listening
intentions
Light tone, simple and precise vocabulary
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39. To improve
Credibility of videos
Suggestion: make descriptions more specific and contextualized
Suggestion: provide access to resources and documents presented in
the videos. But will this promote reflective practice encouraged in the
logbook? How? Which ressources ? With what explanations?
The course seemed too long
Have participants been victim of some cognitive overload?
How many steps should contain a course?
Better support engagement in a situation of online training: what is the best
way?
Reduce the cognitive challenge and insecurity. The observation of practice
is a complex skill that develops gradually and is not immediately
developped by all teachers. What is the best form of mediation?
Reduce the technical constraints: bandwith, applications to install...
Increase quality of videos: sound, image...
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40. CONCLUSION
RECENT RESEARCH
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41. Opening
A training course incorporating examples of practice on video and made in a training
platform such as "Zoom" has a positive effect on the professional development of
teachers.
Some avenues and questions for further research:
Define the effects of this type of training and the conditions under which they
occur. But how precisely measure the effect? (EdCentric, 2005)
To what extent these intentions result in meaningful change and what can be
modified in the course to support this ? (Charlier, Deschryver & Peraya, 2006)
Identify the best ways to use videos depending on the context of teachers.
How to further increase the vicarious effect? (Colestock & Sherin, 2009;
Santagata, 2009)
How to choose judiciously videos to use? Difficult to predict what people will
perceive and interpret. (Miller & Zhou, 2007). Derry (2007) suggests working to
develop standards that would better document and enhance the videos
made.
Would it be more efficient to follow such a course individually or in a
group? Why? What would be learnings according to one or the other of
these forms? (Sherin & van Es, 2009; Borko & al., 2008)
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42. Recent research
About the use of examples of practice on video in a
modeling strategy
In a distance mode :
(Baecher & Kung, 2011); (Fang, 2010); (Lee,
Ginsburg & Preston, 2009); (Llinares & Valls, 2010);
(Ria & Leblanc, 2011); (Towers & Rapke, 2011)
In a hybrid mode :
(Marsh, Mitchell & Adamczyk, 2010); (Ria, 2010);
(Santagata & Guarino, 2011); (Dieker & al., 2009);
(Galvis & Nemirovsky, 2003); (Santagata, 2009);
(Santagata, Zannoni & Stigler, 2007);
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43. Recent research (2)
About video clubs
In a distance mode
(Liu, 2012); (So, Pow & Hung, 2009); (Wu & Kao,
2008)
In a presence mode
(Borko & al., 2008); (Brantlinger, Sherin, Linsenmeier,
2011); (Sherin & van ES, 2009); (van Es & Sherin,
2008); (van Es & Sherin, 2006); (van Es, 2009); (van
Es, 2012);
In a hybrid mode
(Krammer & al., 2006); (Sherin & Van Es, 2005)
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44. Recent research (3)
About video editing as a learning strategy
In a distance mode
Beardsley, Cogan-Drew & Olivero, 2007); (Calandra & al., 2008);
(Heintz & al., 2010); (Kong, 2010); (Lee, Ginsburg & Preston,
2009); (Olofsson, Lindberg & Stodberg, 2011); (Rich & Hannafin,
2009); (Rosaen, Lundeberg, Cooper, Fritzen & Terpstra, 2008);
(Rosaen, Lundeberg, Terpstra, Cooper, Fu & Niu, 2010); (Saxena
& Stevens, 2007); (Wu & Kao, 2008)
In a presence mode
(Brantley-Dias & al., 2008); (Fadde, Aud & Gilbert, 2009); (Zhang,
Lundeberg, Koehler & Eberhardt, 2011)
In a hybrid mode
(Yiong-Hwee & Churchill, 2007); (Bueno de Mesquita & al., 2010);
(Yerrick & al., 2005)
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45. Recent research (4)
About the use of scenarized videos as case studies
In a distance mode
(Chieu, Herbst, Weiss, 2011); (Rosaen, Lundeberg,
Terpstra, Cooper, Fu & Niu, 2010); (Schwartz &
Hartman, 2007); (Tan,Tan & Wettasinghe, 2011)
In a presence mode
(Burden & al., 2010); (Zhang, Lundeberg, Koehler &
Eberhardt, 2011)
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46. Thank you very much for
your attention !
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47. HTTP://ZOOM.ANIMARE.ORG FLORIAN.MEYER@USHERBROOKE.CA
R.DAVID@UMONTREAL.CA
MICHEL.AUBE@USHERBROOKE.CA
jeudi 20 septembre 12