Be the first to like this
Although many research on preservice or inservice teacher training programs using examples of teaching practices on video are implemented (Bloomberg, Renkl, Sherin, Borko & Seidel, 2013 ; Gaudin & Chalies, 2012 ; Baecher & Kung, 2011 ; Santagata & Guarino, 2011), teacher learning in such contexts is still little explored, particularly in Quebec and in distance teacher education contexts. This implies that online teacher trainers rely primarily on their pedagogical intuitions and their experience to support their use of examples of practice on video.
We have conducted a first small investigation that revealed that in the context of distance learning training programs given at the University of Sherbrooke (Québec, Canada), some videos taken out of the platform called "Zoom sur l’expertise pédagogique" (http://zoom.animare.org) as well as videos taken out of other platforms are used. However, the proportion of trainers who use them is very low and pedagogical approaches vary widely and are generally based on intuition. Pedagogical intentions nevertheless seem to cluster according to three distinct categories identified by Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009): A- Illustrate good practice, B- Develop reflective practice and C- Guide and support teaching practice.
To conduct this research, of which we would like to present here some aspects of the preliminary results, we chose to observe a few trainers whose intentions and educational uses are part of the category B of Janík and colleagues’ (2009) and do not tend to show good example to follow but rather tend to lead students to develop an ability to analyze teaching practices to reach a better understanding and greater learning.
Given the complexity of the role of the online trainer to support interactions between in training teachers (Santiago, Leh and Nakayama, 2011) by introducing various types of interactions (Dumont, 2007) and given that learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations he or she can do, the models that are proposed, the mediation offered by a trainer or a more experimented peer, his or her conceptions or expectations expressed (Cross, 1981; Bruner, 1996; Wang and Kang, 2007), we chose to implement this research with the overall objective that is to understand the evolution of the abilities of in training teachers to analyze classroom examples, according to peer and trainer’s interventions, to contextual elements or to the characteristics of the pedagogical design.
In the context of this symposium, we would like to present some preliminary results of the first phase of this research, in particular the characteristics of the pedagogical design implemented by the trainers participating in this research and their specific uses of the videos of practice in their online distance training context.
Be the first to like this