Florian Meyer, Université de Sherbrooke, Québec, Canada
Cases of teacher trainers using
examples of teaching practices on
...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Plan
1. Pro...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Problem and goals
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Observing v...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online trai...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Problem
How...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Goals
1. To...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Theoretical framework
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• Four type...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online lear...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
11
(Wang & ...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Instruction...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Based on Ch...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg,...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Janík, Janí...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Methodological aspects
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• 5 teacher...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Some preliminary results
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Maurice
TIT...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Carole
TITL...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Lise
TITLE ...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Fabien
TITL...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Next steps
...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Discussion and opening
Florian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg, Renkl, Sherin, Borko et Seidel, 2013, p. 105)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Different m...
Florian Meyer, Université de Sherbrooke, Québec, Canada
Thank you very much !
Florian.meyer@usherbrooke.ca
http://pedtice....
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Bibliograph...
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Bibliograph...
Upcoming SlideShare
Loading in …5
×

Cases of teacher trainers using examples of teaching practices on video in a distance learning context

586 views

Published on

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.

Published in: Education, Health & Medicine
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
586
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • - Défendre la pertinence du projet intégrateur (convaincre les résistants)
    - Amener les étudiants à réaliser que plusieurs approches peuvent se retrouver dans un seul projet
  • - Faire connaissance avec l’ensemble des compétences professionnelles

    - Faire connaissance avec la démarche de maitrise qualifiante ou régulière
  • Cases of teacher trainers using examples of teaching practices on video in a distance learning context

    1. 1. Florian Meyer, Université de Sherbrooke, Québec, Canada Cases of teacher trainers using examples of teaching practices on video in a distance learning context SY 4 : Video-Enhanced Environments for Teacher Learning SIG 11 – EARLI 2014 Florian Meyer, Université de Sherbrooke, Québec, Canada
    2. 2. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Plan 1. Problem and goals 2. Theoretical framework 3. Methodological aspects 4. Results 5. Discussion and opening
    3. 3. Florian Meyer, Université de Sherbrooke, Québec, Canada Problem and goals
    4. 4. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Observing videos • Modeling practices seems to have a positive effect on the development of professional competencies allowing emotional, social, and cognitive learning (Yung, Yip, Lai, et Lo, 2010). • Modeling (Schunk, 2001) from examples of good practice on video goes beyond a simple exemplification of practice and engages students in a complex and reflexive analysis process (Santagata et Guarino, 2011). • Interactions between teachers participating in training "video clubs" evolve (van Es et Sherin, 2008; van Es, 2012) • Vicarious effect (Bandura, 1997) produced by watching videos of experienced peers within an autonomous online training contributes to the positive effect on the feeling of self-efficacy, intentions to change practice and knowledge of teachers in training (Meyer, 2010)
    5. 5. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Online training for learning • The online trainer’s role to support collaboration and interaction between teachers (students) is complex (Santiago, Leh and Nakayama, 2011) : it requires supporting various types of interactions (Dumont, 2007) • 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 she can do, the models that are proposed, the mediation offered by a trainer or a peer, conceptions or expectations (Cross, 1981; Bruner, 1996; Wang et Kang, 2007).
    6. 6. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Problem How do trainers know how to combine these aspects and support student teachers to analyze videos of practice online in order to learn better ?
    7. 7. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Goals 1. To understand the evolution of the capabilities of the students to analyze videos, according to peer interventions and interventions of the trainer, or contextual characteristics of the training. 2. To understand to what extent the observations and analysis carried out by teachers and supported by trainers contribute to some of these cognitive processes and to what extent they contribute to learning. – One of the major aspects is the pedagogical model implemented by trainers. 3. To support trainers who need some advice for a better practice.
    8. 8. Florian Meyer, Université de Sherbrooke, Québec, Canada Theoretical framework
    9. 9. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada • Four types of teaching knowledge: – disciplinary knowledge, – curriculum knowledge, – pedagogical knowledge – experiential knowledge (Malo, 2000) • If the relationship between these knowledge can be facilitated during learning situations, then the links between theory and practice will be stronger (Legendre, 1998) Teacher learning (Shulman & Shulman, 2004, p. 260)
    10. 10. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Online learning • During online learning : socio-cognitive conflict, collaboration, interactions (Henri et Basque, 2003) • Four types of support can be offered by the trainer (role that can sometimes be played by peer students): – psychological and psychosocial support – methodological and organizational support – educational support – technical support (Dumont, 2007)
    11. 11. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada 11 (Wang & Kang, 2006, p. 226 )
    12. 12. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Instructional design • MISA (Paquette, 2004) in four axes 1. DC: Design of Content (Knowledge and Skill Representation); 2. DP: Design of Pedagogical Specifications (Application of Teaching Methods and Approaches); 3. DM: Design of Materials (Specification of Learning Materials); 4. DD: Design of Delivery (Delivery Planning) • Charlier, De Schryver et Peraya (2006)
    13. 13. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Based on Charlier, de Schryver et Peraya, 2006 Conception Perception
    14. 14. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada (Bloomberg, Renkl, Sherin, Borko & Seidel, 2013, p. 105)
    15. 15. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009, p. 208) Types of videos
    16. 16. Florian Meyer, Université de Sherbrooke, Québec, Canada Methodological aspects
    17. 17. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada • 5 teacher trainers • First step of a 2 years process • 9 courses of 3 credits (Fall 11 to Fall 13) • 180 Master degree students (same program) • Datas – Interviews – Interactions in forums Qualitative action research
    18. 18. Florian Meyer, Université de Sherbrooke, Québec, Canada Some preliminary results
    19. 19. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Maurice TITLE « Socioconstructivisme et app. pédago. contemporaines » Design of Content « l’objectif de mon cours c’était de les amener à comprendre que le socioconstructivisme c’est un défi, ça donne des résultats » ; C3-4-11 Design of Pedagogical Specifications Socioconstructivism and sociocognitivism 1 of 5 modules uses videos Design of Materials Forums : mandatory and evaluated Emails – Videos – Readings - CMaps Design of Delivery Moodle – 100% online – credited and mandatory Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (he made these videos) – One topic : integration project Video use Application of theoretical concepts (5 approaches) to video segments + identification of spectific elements and illustration of own understanding Types of support Rarely present, only when it is strategic : (psychological support) ; educational support
    20. 20. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Carole TITLE « Socioconstructivisme et app. pédago. contemporaines » Design of Content « de connaitre et de comparer les principales approches pédagogiques contemporaines. Pis d’analyser et mettre à l’essai des principes et démarches de planifications et d’interventions » C3-4-11 Design of Pedagogical Specifications Socioconstructivism and cognitivism 1 of 5 modules uses videos Design of Materials Forums : mandatory and evaluated Emails – Videos – Readings - CMaps Design of Delivery Moodle – 100% online – credited and mandatory Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (total of 180 min of videos) – One topic : integration project Video use Application of theoretical concepts (5 approaches) to video segments + identification of specific elements and illustration of own understanding Types of support Very present and supportive : psychological support ; organizational support ; technical support, educational support
    21. 21. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Lise TITLE « Les savoirs didactiques en sciences et technologies » Design of Content « la finalité c'est de ne pas confondre le savoir scolaire, le contenu du programme et le contenu scientifique » ; C1-3-8 Design of Pedagogical Specifications Conceptual change Design of Materials Forums : mandatory and evaluated Emails – Videos – Readings - CMaps Design of Delivery Moodle – 100% online – credited and mandatory Types of video 1 good example of practice + 1 non exemplary practice from private bank of videos Video use Observation and analysis of teaching situations (teacher) learning (student) + description and anticipation Types of support Extremely present, questions a lot and interacts a lot : psychological support ; (organizational support) ; educational support (error is fundamental and seen as an
    22. 22. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Fabien TITLE « Introduction aux prog de formation continue en ens. » Design of Content Competence 11 and 8 (C11-8) Design of Pedagogical Specifications Socioconstructivism – Cognitivism Observation to develop teacher thinking (Janík et al., 2009) Design of Materials Forums : non mandatory Emails – Videos – Readings - CMaps Design of Delivery Moodle – 100% online – credited and mandatory Types of video 9 Good examples of practice from http://zoom.animare.org (he made some of these videos). Various topics Video use 3 steps observation. Progression in observing videos (take notes → analyze → reflect) + connexion to personal practice and understanding Types of support Quite present : psychological support ; organizational support ; educational support ; (technical support)
    23. 23. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Next steps • Analyzing interactions in every course to see how they build up and what are their impact in terms of learning. • Gunawardena, Lowe & Anderson (1997) : 5 levels of interaction : 1. Sharing/comparing of information; 2. Discovery and exploration of dissonance or inconsistency among ideas, concepts or statement; 3. Negotiation of meaning/coconstruction of knowledge 4. Testing and modification of proposed synthesis or co- construction; 5. Agreement statement(s)/applications of newly-constructed meaning.
    24. 24. Florian Meyer, Université de Sherbrooke, Québec, Canada Discussion and opening
    25. 25. Florian Meyer, Université de Sherbrooke, Québec, Canada (Bloomberg, Renkl, Sherin, Borko et Seidel, 2013, p. 105)
    26. 26. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Different models • Videos can enhance an online course in different ways ; • Teacher trainers’ role is crucial ; • Videos play a very different role ; • How do interactions evolve ? • What do students learn ? • What do the teachers need to improve ? And why ?
    27. 27. Florian Meyer, Université de Sherbrooke, Québec, Canada Thank you very much ! Florian.meyer@usherbrooke.ca http://pedtice.org
    28. 28. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Bibliography • Baecher, L. et Kung, S.-C. (2011). Jumpstarting Novice Teachers’ Ability to Analyze Classroom Video: Affordances of an Online Workshop. Journal of Digital Learning in Teacher Education, 28(1), 16–26. • Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W.H. Freeman and Company. • Bloomberg, G., Renkl, A., Sherin, M., Borko, H., et Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal For Educational Research Online / Journal FüR Bildungsforschung Online, 5(1), 90-114. Récupéré de http://www.j-e-r- o.com/index.php/jero/article/view/340Bruner, J. (1996). L’éducation, entrée dans la culture : les problèmes de l’école à la lumière de la psychologie culturelle. Paris: Retz. • Carbonneau, M., et Legendre, M.-F. (2002). Pistes pour une relecture du programme de formation et de ses référents conceptuels. Vie Pédagogique, 123, 12-17. • Charlier, B. (1998). Apprendre et changer sa pratique d’enseignement. Bruxelles: De Boeck Université. • Cross, K. P. (1981). Adults as Learners. London: Jossey-Bass. • Dumont, C. (2007). Les relations enseignant-enseignés: les aspects psychoaffectifs. In J.-C. Manderscheid et C. Jeunesse (Eds.), Perspectives en éducation et formation (pp. 55–90). De Boeck Supérieur. Retrieved from http://www.cairn.info/article.php?ID_ARTICLE=DBU_MANDE_2007_01_005 • Gawardena, C. N., Lowe, C. A. and Anderson, T. (1997). Analysis of a Global Online Debate and the Development of an Interaction Analysis Model For Examining Social Construction of Knowledge in Computer Conferencing. Educational Computing Research, 17(4), 397–430. • Henri et Basque (2003). Conception d’activités d’apprentissage collaboratif en mode virtuel. Dans C. Deaudelin et T. Nault (Dir.), Collaborer pour apprendre et faire apprendre. La place des outils technologiques (29-49), Sainte-Foy : Presses de l’Université du Québec. • Janík, T., Janíková, M., Knecht, P., Kubiatko, M., Najvar, P., Najvarová, V., et Šebestová, S. (2009). Exploring Different Ways of Using Video in Teacher Education: Examples from CPV Video Web. In Tomas Janík et T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 207–224). Munich, Allemagne: Waxmann Publishing. • Legendre, M.-F. (1998). Pratique réflexive et études de cas : quelques enjeux à l’utilisation de la méthode des cas en formation des maîtres. Revue des sciences de l’éducation, 24(2), 379-406.
    29. 29. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada Bibliography • Malo, A. (2000). Savoirs de formation et savoir d’expérience : un processus de transformation. Éducation et francophonie, 28(2), 216-235. • Martinet, M. A., Raymond, D. et Gauthier, C. (2001). La formation à l’enseignement. Les orientations. Les compétences professionnelles. (Document officiel). Québec: Ministère de l’Éducation, Gouvernement du Québec. • Meyer, F. (2010). Effets d’un dispositif de formation exploitant des vidéos d’exemples de pratiques sur le développement d’une compétence professionnelle chez des enseignants du primaire. Thèse de doctorat en éducation, Université de Montréal, Montréal. • Mucchielli, A. (2009). Dictionnaire des méthodes qualitatives en sciences humaines et sociales. Paris: Armand Colin. • Rich, P. J. et Hannafin, M. (2009). Video Annotation Tools Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52–67. • Santiago, R., Leh, A. et Nakayama, M. (2011). Designing Effective Online Group Discussions. Proceedings of the European Conference on e-Learning, 731–738. • Shulman, L. S., et Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Curriculum studies, 36(2), 257–271. • van Es, E. A. (2012). Examining the Development of a Teacher Learning Community: The Case of a Video Club. Teaching and Teacher Education: An International Journal of Research and Studies, 28(2), 182–192. • van Es, E. A. et Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. • Wang, M. et Kang, M. (2006). Cybergogy for engaged learning : a framework for creating learner engagement through information and communication technology. In D. Hung et M. S. Khine (dir.), Engaged Learning with Emerging Technologies (p. 225-253). Dordrecht: Springer. • Yung, B. H. W., Yip, V. W. Y., Lai, C. et Lo, F. Y. (2010). Towards a model of effective use of video for teacher professional development. Communication présentée à The International Seminar. York, UK, février.

    ×