Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!

International Journal of Educational Technology in Higher Education

Jeroen J. G. van Merriënboer¹  Karen D. Könings¹  Werner Rieß²  Alexander Renkl³  Monika Martin³  Tina Seidel⁴  Meg Farrell⁴ 

[1] Faculty of Health, Medicine and Life Sciences, Maastricht University;Institute for Biology, University of Education Freiburg;Institute for Psychology, University of Freiburg;TUM School of Social Sciences and Technology, Technical University of Munich;

关键词: Professional vision;    Teacher education;    Video analysis;    Multimedia learning;    Segmenting;    Self-explanation prompts;   

DOI  :  10.1186/s41239-022-00331-z

来源: DOAJ

【 摘 要 】

Abstract When analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context to be effective. In an experimental study with 89 pre-service biology teachers, we investigated the effect of a short professional vision training and whether two design principles from multimedia learning research—namely segmenting and self-explanation prompts—could additionally increase training effects. In a one-hour training session on small-group tutoring strategies, participants watched practice video examples either as a whole or segmented. After each video or video segment, respectively, they received either open or focused self-explanation prompts to analyze the scene. We assessed participants’ professional vision skills before and after training. Overall, participants’ performance substantially increased from pretest to posttest. Moreover, during training, both segmented video examples and focused self-explanation prompts led to increased noticing of relevant strategies. This advantage during training, however, did not result in higher professional vision improvement in posttest scores compared to participants who worked in the less supported training phase conditions. We discuss possible explanations why additional support increased training performance but not learning gains and suggest an additional fading phase as a means to achieve persistent effects.

【 授权许可】

Unknown