A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed

Yıl 2020, Cilt: 53 Sayı: 2, 515 - 548, 01.08.2020

Raziye Sancar , Deniz Deryakulu

https://doi.org/10.30964/auebfd.683744

Cited By: 1

Öz

This study aimed to examine the video case-based instruction process, which includes the face-to-face discussion of video-cases edited by pre-service teachers with their own in-class teaching experiences. For these purposes, the research was conducted as a case study by adopting a qualitative research approach. The research group consists of 16 (9 female, 7 male) pre-service teachers who took the course of Teaching Practice for the first time in the Department of CEIT, Faculty of Educational Sciences, Ankara University in 2016-2017 academic year. The research process includes the recording of in-class teaching experiences of pre-service teachers, preparing these teaching experiences as video-cases edited by the pre-service teachers, monitoring, and discussing the video-cases. The data of the study was obtained from the process evaluation interviews with the prospective teachers using a semi-structured interview form. As a result of this research, in the video case-based instruction process, it was determined that the pre-service teachers had the opportunity to monitor themselves, that they noticed the change in both themselves and their friends, that they learn to accept criticism. Also, it was determined that their appreciation by their peers and caring about their thoughts were valuable and important. Finally, it was found that the video-based instruction process was beneficial for pre-service teachers in order to gain experience (more than they could gain), discuss and develop critical skills, as well as to obtain feedback that could not be obtained from school counselors.

Anahtar Kelimeler

Video-case, video case-based instruction, video editing, video discussing, teacher education

Video-Duruma Dayalı Öğretimde Bir Yöntem: Öğretmen Adaylarının Kendi Deneyimlerinin Kurgulanması ve Tartışılması

Öz

Bu araştırmada, öğretmen adaylarının kendi sınıf-içi öğretim deneyimleriyle kurguladıkları video-durumların akranları ile yüzyüze tartışılmasını içeren video-duruma dayalı öğretim sürecinin ayrıntılı olarak incelenmesi amaçlanmıştır. Bu amaçla araştırma, nitel araştırma yaklaşımı benimsenerek durum çalışması (case study) olarak yürütülmüştür. Araştırmanın çalışma grubunda, 2016-2017 öğretim yılında Ankara Üniversitesi Eğitim Bilimleri Fakültesi BÖTE Bölümünde Öğretmenlik Uygulaması dersini ilk kez alan ve derse devam eden 16 (9 kadın, 7 erkek) öğretmen adayı yer almaktadır. Araştırma süreci, öğretmen adaylarının sınıf-içi öğretim deneyimlerinin kaydedilmesini ve deneyimlerin öğretmen adayları tarafından kurgulanmasını, kurgulanmış video-durumların yüzyüze ortamda tartışılmasını içermektedir. Araştırmanın verileri süreç sonunda öğretmen adaylarıyla yarı yapılandırılmış görüşme formu kullanılarak yapılan süreç değerlendirme görüşmelerinden elde edilmiştir. Araştırmada video-duruma dayalı öğretim sürecinde, öğretmen adaylarının kendilerini izleme olanağı bulmalarının, hem kendilerinde hem de arkadaşlarındaki değişimi fark etmelerinin, eleştirme ve eleştirilme konusunda gelişim göstermelerinin, akranları tarafından beğenilmelerinin ve süreçte düşüncelerinin önemsenmesinin değerli ve önemli görüldüğü belirlenmiştir. Ayrıca sürecin, öğretmen adaylarına deneyim biriktirme, tartışabilme ve eleştiri kabul edebilmenin yanı sıra, okul rehber öğretmenlerinden alınamayan geribildirimleri edinebilme konularında yarar sağladığı saptanmıştır. Süreçte katılımcıların sayıca yoğunluğu, deneyimlerin çeşitliliğine katkı sağlarken özellikle zaman açısından uygulama sürecinin maliyetini arttırmaktadır. Bu durumun en uygun biçimde düzenlenmesinin ya da tartışma oturumlarının sınırlarının sürecin başlangıcında ayrıntılı belirlenmesinin, uygulama sürecini görece daha uygulanabilir kılacağı ve süreçten elde edilecek yarara katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

video-durum, video duruma-dayalı öğretim, video kurgulama, video tartışma, öğretmen eğitimi

Kaynakça

• Arkün-Kocadere, S. A. & Aşkar, P. (2013). Okul uygulamaları derslerine ilişkin görüşlerin incelenmesi ve bir uygulama modeli önerisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(2), 27-43.
• Arıcı, B. (2007). Bilgisayar Ve Öğretim Teknolojileri Eğitimi Bölümü Öğrencilerinin Mesleğe Yönelik Beklentileri ile Alanda Çalışan Bilgisayar Öğretmenlerinin Mesleğe Yönelik Algıları. Yayınlanmış yüksek lisans tezi. Dokuz Eylül Üniversitesi, İzmir.
• Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 44(5), 486-503. doi:10.1080/1359866X.2016.1169503
• Baecher, L., Kung, S. -., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189-197. doi:10.1016/j.tate.2013.08.001
• Barlow, A. T., Gaddy, A. K., & Baxter, W. A. (2017). Using video as a stimulus to reveal elementary teachers mathematical knowledge for teaching. Issues in Teacher Education, 26(1), 17.
• Barth, V. L., Piwowar, V., Kumschick, I. R., Ophardt, D., & Thiel, F. (2019). The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom. International Journal of Educational Research, 95, 1-12.
• Bates, M. S., Phalen, L., & Moran, C. G. (2016). If you build it, will they reflect? examining teachers' use of an online video-based learning website. Teaching and Teacher Education, 58, 17-27. doi:10.1016/j.tate.2016.04.004
• Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89. doi:10.1177/0022487117705096
• Brouwer, N., Besselink, E., & Oosterheert, I. (2017). The power of video feedback with structured viewing guides. Teaching and Teacher Education, 66, 60-73. doi:10.1016/j.tate.2017.03.013
• Brunvand, S. (2010). Best practices for producing video content for teacher education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256.
• Cid-Cid, A. I., Guede-Cid, R., & Tolmos-Rodríguez-Piñero, P. (2018). Flipped classroom in preservice teacher training: An approach to a real mathematics classroom. [La classe renversée dans la formation initiale des enseignants: S’approcher à la réalité de la salle de classe de mathèmatiques; La clase invertida en la formación inicial del profesorado: Acercando la realidad del aula de matemáticas] Bordon, Revista De Pedagogia, 70(3), 77-93. doi:10.13042/Bordon.2018.64127
• Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. doi:10.1016/j.tate.2018.11.002
• Coffey, A. M. (2014). Using video to develop skills in reflection in teacher education students. Australian Journal of Teacher Education, 39(9), 86-97. doi:10.14221/ajte.2014v39n9.7
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California: Sage publications.
• Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall.
• Çakır, R., & Yıldırım, S. (2006). Bilgisayar Öğretmenleri Öğretmenlik Mesleği İçin Eğitiliyorlar mı? Bir Bilgisayar Öğretmeni Yetiştirme Programının Değerlendirilmesi. Eğitim ve Bilim, 31(142), 34-44.
• de Mesquita, P. B., Dean, R., & Young, B. (2010). Making sure what you see is what you get: Digital video technology and the pre-service preparation of teachers of elementary science. Contemporary Issues in Technology and Teacher Education, 10(3), 275-293.
• Deryakulu, D. & Olkun, S. (2007). Analysis of Computer Teachers’ Online Discussion Forum Messages about Their Occupational Problems. Educational Technology & Society, 10(4), 131-142.
• Doerr, H. M., & Thompson, T. (2004). Understanding teacher educators and their pre-service teachers through multi-media case studies of practice. Journal of Mathematics Teacher Education, 7(3), 175-201.
• Duman, D. (2012). Bilişim Teknolojileri Öğretmenlerinin Özel Alan Yeterlikleri Ve Uygulanma Düzeylerinin İncelenmesi. Yayınlanmış yüksek lisans tezi. Hacettepe Üniversitesi, Ankara.
• Eilam, B., & Poyas, Y. (2006). Promoting awareness of the characteristics of classrooms' complexity: A course curriculum in teacher education. Teaching and Teacher Education, 22(3), 337-351. doi:10.1016/j.tate.2005.11.004
• Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre‐service teachers’ awareness of the complexity of teaching–learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107.
• Ekiz, D. (2006). Kendini ve Başkalarını izleme: Sınıf Öğretmeni Adaylarının Yansıtıcı Günlükleri. İlköğretim Online, 5(1), 45-57.
• Grant, T. J. & Kline, K. (2010). The impact of video‐based lesson analysis on teachers thinking and practice. Teacher Development, 14(1), 69-83.
• Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.
• Jiang, H., Ganoe, C., & Carroll, J. M. (2010). Four requirements for digital case study libraries. Education and Information Technologies, 15(3), 219-236.
• Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends, 63(2), 160-169.
• Kennedy, M. M. (2019). How we learn about teacher learning. Review of Research in Education, 43(1), 138-162. doi:10.3102/0091732X19838970
• Keppens, K., Consuegra, E., Goossens, M., De Maeyer, S., & Vanderlinde, R. (2019). Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1-14. doi:10.1016/j.tate.2018.10.007
• Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98–106.
• König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76-88. doi:10.1016/j.tate.2013.11.004
• Kucan, L., Palincsar, A. S., Khasnabis, D., & Chang, C. I. (2009). The video viewing task: A source of information for assessing and addressing teacher understanding of text-based discussion. Teaching and Teacher Education, 25(3), 415-423. doi:10.1016/j.tate.2008.09.003
• Kurz, T. L., Llama, G., & Savenye, W. (2004). Issues and challenges of creating video cases to be used with preservice teachers. TechTrends, 49(4), 67-73.
• Lee, G. C., & Wu, C. C. (2006). Enhancing the teaching experience of pre‐service teachers through the use of videos in web‐based computer‐mediated communication (CMC). Innovations in Education and Teaching International, 43(4), 369-380.
• Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. California, CA: Left Coast Press.
• Maclean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre‐service and experienced teachers. Reflective Practice, 8(1), 47-60.
• Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
• Merseth, K. K. (1991). The Case for Cases in Teacher Education. AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-2412.
• Merseth, K. K. (1994). Cases, Case Methods, and the Professional Development of Educators. ERIC Digest.
• Merseth, K. K. (1996). Cases and case methods in teacher education. Handbook of Research on Teacher Education, 2, 722-744.
• Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158-170. doi:10.1016/j.tate.2017.04.010
• Miller, M. J. (2009). Talking about our troubles: Using video-based dialogue to build preservice teachers' professional knowledge. The Teacher Educator, 44(3), 143-163.
• Miyata, H. (2002). A study of developing reflective practices for preservice teachers through a web-based electronic teaching portfolio and video-on demand assessment program. In Proceedings of the international conference on computers in education, Washington, DC, pp. 1039–1043.
• Moreno, R. & Ortegano-Layne, L. (2008). Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives. Educational Technology Research and Development, 56(4), 449-465.
• Nielsen, B. L. (2015). Pre-service teachers’ meaning-making when collaboratively analysing video from school practice for the bachelor project at college. European Journal of Teacher Education, 38(3), 341-357. doi:10.1080/02619768.2014.983066
• Olivero, F., John, P., & Sutherland, R. (2004). Seeing is believing: Using videopapers to transform teachers' professional knowledge and practice. Cambridge Journal of Education, 34(2), 179-191.
• Olkun, S., Altun, A., & Deryakulu, D. (2009). Development and evaluation of a case-based digital learning tool about children's mathematical thinking for elementary school teachers (L-TEST). European Journal of Teacher Education, 32(2), 151-165. doi:10.1080/02619760902783875
• Page, A., & Jones, M. (2018). Rethinking teacher education for classroom behaviour management: Investigation of an alternative model using an online professional experience in an australian university. Australian Journal of Teacher Education, 43(11), 84-104.
• Perry, G. & Talley, S. (2001). Online video case studies and teacher education: A new tool for preservice education. Journal of Computing in Teacher Education, 17(4), 26-31.
• Piwowar, V., Barth, V. L., Ophardt, D., & Thiel, F. (2017). Evidence-based scripted videos on handling student misbehavior: the development and evaluation of video cases for teacher education. Professional Development in Education, 1-16.
• Rhine, S., & Bryant, J. (2007). Enhancing pre‐service teachers’ reflective practice with digital video‐based dialogue. Reflective Practice, 8(3), 345-358.
• Rich, P., & Hannafin, M. (2008). Capturing and assessing evidence of student teacher inquiry: A case study. Teaching and Teacher Education, 24(6), 1426-1440. doi:10.1016/j.tate.2007.11.016
• Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60(1), 52-67. doi:10.1177/0022487108328486.
• Rong, H., & Choi, I. (2019). Integrating failure in case-based learning: A conceptual framework for failure classification and its instructional implications. Educational Technology Research and Development, 67(3), 617-637.
• Roose, I., Goossens, M., Vanderlinde, R., Vantieghem, W., & Van Avermaet, P. (2018). Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study. Studies in Educational Evaluation, 56, 71-84.
• Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347-360. doi:10.1177/0022487108322128
• Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Fu, J., & Niu, R. (2009). Seeing through a different lens: What do interns learn when they make video cases of their own teaching?. The Teacher Educator, 45(1), 1-22.
• Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. doi:10.1177/0022487115573264
• Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Swe Khine, M., Ngoh Moo, S., & Wong, A. (2003). Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in singapore. Teaching and Teacher Education, 19(5), 529-541. doi:10.1016/S0742-051X(03)00050-7
• Shen, P., Gromova, C. R., Zakirova, V. G., Yalalov, F. G. (2017). Educational technology as a video cases in Teaching Psychology for Future Teachers. EURASIA Journal of Mathematics, Science and Technology education, 13(7), 3417-3429.
• Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video Research in the Learning Sciences (pp. 383-395). Hillsdale, NJ: Erlbaum.
• Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
• Sherin, M. G., & Van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37. doi:10.1177/0022487108328155
• Shulman, L. S. (1992). Toward a pedagogy of cases. Case Methods in Teacher Education, 1-30.
• Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373-394.
• Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384-395. doi:10.1016/j.tate.2017.01.006
• Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214. doi:10.1177/0022487115574103
• Topuz, A. C. (2010). Bilgisayar öğretmenlerinin meslek hayatında karşılaştıkları sorunlara yönelik nitel bir araştırma. Yayınlanmış yüksek lisans tezi, Marmara Üniversitesi, İstanbul.
• Van den Berg, E. (2001). An exploration of the use of multimedia cases as a reflective tool in teacher education. Research in Science Education, 31(2), 245-265.
• Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018). Promoting pre-service teachers’ professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39-49. doi:10.1016/j.tate.2018.08.008
• Wright, S. (1996). Case-Based Instruction: Linking Theory to Practice. Physical Educator, 53(4), 190-97.
• Xiao, B., & Tobin, J. (2018). The use of video as a tool for reflection with preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 328-345. doi:10.1080/10901027.2018.1516705
• Yeh, H. (2018). Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies. Language Learning and Technology, 22(2), 28-37.
• Yeh, C., & Santagata, R. (2015). Preservice teachers’ learning to generate evidence-based hypotheses about the impact of mathematics teaching on learning. Journal of Teacher Education, 66(1), 21-34. doi:10.1177/0022487114549470
• Yerrick, R., Ross, D., & Molebash, P. (2005). Too close for comfort: Real-time science teaching reflections via digital video editing. Journal of Science Teacher Education, 16(4), 351-375.
• Yung, B. H. W., Wong, S. L., Cheng, M. W., Hui, C. S., & Hodson, D. (2007). Tracking pre-service teachers’ changing conceptions of good science teaching: The role of progressive reflection with the same video. Research in Science Education, 37(3), 239-259.