Publication details
Profesní vidění studentů učitelství anglického jazyka: jak vidí studenti výukové situace zachycené na videu?
| Title in English | Professional vision of prospective EFL teachers: How student teachers see videotaped classroom situations |
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| Authors | |
| Year of publication | 2014 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.ped.muni.cz/pedor/archiv/2014/pedor14_5_p753_profese_minarikova.pdf |
| Doi | http://dx.doi.org/10.5817/PedOr2014-5-753 |
| Field | Pedagogy and education |
| Keywords | professional vision; knowledge-based reasoning; selective attention; video; teacher education; teachers of English as a foreign language; video case |
| Description | The presented study aims to describe professional vision of prospective teachers of English as a foreign language (EFL) and the changes that occur in this respect after working with a videocase-based e-learning environment (IRSE VideoWeb for EFL student teachers). The research sample comprised 37 students of the English department at the Faculty of Education, Masaryk University who participated in one-semester course called VideoWeb. The data were collected using diagnostic modules of IRSE VideoWeb that consisted of video sequences of real classroom situations and tasks that aimed to elicit students‘ comments. Their written answers were analysed using two coding schemes (to describe knowledge-based reasoning and the overall structure of the written comments). To illustrate student teachers‘ selective attention, statements concerning the way the teacher in one of the video sequences gave instructions were selected and inductively analysed. The results suggest that the student teachers‘ comments on video sequences are mostly descriptive in nature; however, a number of interpretive and evaluative statements is present. The changes in professional vision after working with IRSE VideoWeb were evident in several areas. Firstly, after VideoWeb, the comments tended to be even more descriptive and less evaluative. Their structure changed – most of them were no longer organised around themes but rather followed the timeline of the video sequence. Moreover, the student teachers commented on more themes (observed phenomena). This suggests an overall change in their professional vision and in how they reason about videotaped classroom situations. |
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