WHAT TEACHERS THINK WHEN VIEWING VIDEO MODELLING OF EXEMPLARY PRACTICE

2.50
Hdl Handle:
http://hdl.handle.net/11290/607895
Title:
WHAT TEACHERS THINK WHEN VIEWING VIDEO MODELLING OF EXEMPLARY PRACTICE
Authors:
Fong, Cresencja G. W.
Abstract:
This study explores the use of video vignettes as a tool for the professional developmentofteachers. Itispostulatedthatteachers’professionalframesdrivethemto view vignettes through multiple “lenses”, and that teachers may not recognize exemplary practice when presented with it. A qualitative/quantitative hybrid design was used to collect data on the video elements that 11 pre-service and 11 experienced teachers attended to as they observed exemplary astronomy teaching vignettes. Data sources includepretestastronomyscoresandthink-aloudprotocols. Quantitativeanalysesofthe results suggest that teachers rarely recognized the exemplary practice presented to them as being ‘exemplary’. Furthermore, teaching experience significantly influences the type o f lens through which a teacher will observe exemplary practice vignettes. There is also some evidence to suggest that instructing teachers to actively seek out exemplary practice aids them in attending to the underlying functions and purposes o f the methodology presented.
Affiliation:
UNIVERSITY OF TORONTO
Issue Date:
2002
URI:
http://hdl.handle.net/11290/607895
Submitted date:
2015-09-29
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Mixed Methods
Learning Environment:
Formal
Subjects:
In-Service Teachers
Construct:
Affective Belief/Identity Motivation/Attitude General Teaching Strategies
Nation:
CANADA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorFong, Cresencja G. W.en
dc.date.accessioned2016-05-04T08:57:21Zen
dc.date.available2016-05-04T08:57:21Zen
dc.date.issued2002en
dc.date.submitted2015-09-29en
dc.identifier.urihttp://hdl.handle.net/11290/607895en
dc.description.abstractThis study explores the use of video vignettes as a tool for the professional developmentofteachers. Itispostulatedthatteachers’professionalframesdrivethemto view vignettes through multiple “lenses”, and that teachers may not recognize exemplary practice when presented with it. A qualitative/quantitative hybrid design was used to collect data on the video elements that 11 pre-service and 11 experienced teachers attended to as they observed exemplary astronomy teaching vignettes. Data sources includepretestastronomyscoresandthink-aloudprotocols. Quantitativeanalysesofthe results suggest that teachers rarely recognized the exemplary practice presented to them as being ‘exemplary’. Furthermore, teaching experience significantly influences the type o f lens through which a teacher will observe exemplary practice vignettes. There is also some evidence to suggest that instructing teachers to actively seek out exemplary practice aids them in attending to the underlying functions and purposes o f the methodology presented.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:57:21Z (GMT). No. of bitstreams: 1 7a1ad706-1064-43ae-b55a-67c068f925d1.pdf: 3850234 bytes, checksum: ff468416d6a25e99c60e6f7a30be253b (MD5) Previous issue date: 2002en
dc.language.isoEnglish Paperen
dc.titleWHAT TEACHERS THINK WHEN VIEWING VIDEO MODELLING OF EXEMPLARY PRACTICEen
dc.typeDissertation/Thesisen
dc.contributor.departmentUNIVERSITY OF TORONTOen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructAffective Belief/Identity Motivation/Attitude General Teaching Strategiesen
dc.istar.nationCANADAen
dc.istar.empiricalmethodologyMixed Methodsen
dc.istar.subjectIn-Service Teachersen
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