Enhancing the Power of Video in Teacher Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (15 October 2024) | Viewed by 6941
Special Issue Editor
Interests: the (video-based) analysis of differences in expertise between experts and novices in the area of classroom management; teacher–student feedback and feedback from colleagues; research interventions on teacher competences
Special Issue Information
Dear Colleagues,
The use of classroom videos has become a staple element of teacher education programs worldwide. Classroom videos serve as a powerful tool to bridge the gap between theory and practice, providing valuable situated learning experiences for both pre-service and in-service teachers. Extensive research highlights that video-based interventions tend to have a more significant impact on the development of (pre-service) teachers’ expertise compared to traditional methods such as text-based cases. Studies indicate that videos stimulate to a high degree of activation, immersion, motivation, and reflection. However, video usage can also entail potential drawbacks, such as attentional biases or cognitive overload. Attentional biases may restrict (pre-service) teachers to only notice limited aspects of classroom reality, while cognitive overload can overwhelm (pre-service) teachers due to the density of information in videos. To address these challenges and other limitations, researchers have analyzed instructional design elements for the effective integration of videos in teacher education in recent years.
This Special Issue aims to gather articles in this field to empower educators to maximizing the potential of classroom videos in teacher education. In this Special Issue, original research articles and reviews are welcome that contribute to our knowledge on how video-based interventions can meet the learning needs of a target audience (e.g., novices vs. experts), on how video materials (e.g., video length) and tasks (e.g., prompts, observation guides) need to be designed to facilitate learning, or which role teacher educators play in video-based interventions. Contributions applying different modalities (face-to-face, online, blended), educational levels (pre-service teacher education, in-service teacher education), or from different educational fields (e.g., medical education) are welcome.
Research areas may include (but are not limited to) the following:
- Pre-service teacher education/ in-service teacher professional development;
- Video-based intervention studies ;
- Systematic/scoping reviews;
- Qualitative and quantitative research;
- Impact of videos on different expertise levels (novice vs. expert);
- Impact of video material design (e.g., length, authentic vs. staged, complexity);
- Impact of task design (e.g., prompts, observation guides, annotations);
- Role of teacher educators;
- Innovative methodological approaches (eye-tracking, VR).
I look forward to receiving your contributions.
Dr. Christopher Neil Prilop
Guest Editor
Manuscript Submission Information
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Keywords
- pre-service teacher education
- in-service teacher professional development
- classroom videos
- video-based intervention studies
- systematic/scoping reviews
- qualitative and quantitative research
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