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Communication Dans Un Congrès Année : 2016

Referentiality and normativity in trainee teachers’ activity when viewing videos of teaching: trends in video-enhanced education and professional development

Résumé

As shown by Gaudin and Chaliès (2015), researches conducted in recent years in the field of video-enhanced teacher education and professional development mainly focus on identifying (i) the effects of different types of video (e.g. "best practices" vs “typical practices”), (ii) the identity or status of the teacher videoed and of the teacher viewing (self vs others, peers vs experts) and (iii) the influence of video viewing on teachers' ability to notice and interpret relevant features to analyze classroom situations, in order to develop knowledge-based reasoning and/or a "professional vision". On one hand, these researches produced a strong evidence basis about the links and relations between different instructional settings and different learning outcomes. On the other hand, their theoretical and empirical variety seems to be an obstacle for a compelling scientific advance (Flandin, 2015). Therefore we think that the field needs to investigate more generic issues, such as (i) the nature of teachers experience and cognitive activity in video-enhanced educational situations, (ii) the conceptual and methodological means and tools to describe and analyze the instructional potential of such experiences, and (iii) the principles and criteria that can be derived to design evidence-based learning environments and instructional programs. Therefore this symposium aims to gather empirical studies conducted in this promising and under-rated research areas in order to share and discuss new evidence, to try to derive robust instructional proposals, nay to draw some innovative research perspectives.
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Dates et versions

hal-01352255 , version 1 (06-08-2016)

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Paternité - Pas d'utilisation commerciale - Pas de modification

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  • HAL Id : hal-01352255 , version 1

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Valérie Lussi Borer, Simon Flandin, Alain Muller. Referentiality and normativity in trainee teachers’ activity when viewing videos of teaching: trends in video-enhanced education and professional development. EARLI Special Interest Group “Research in Teaching and Teacher Education” Conference, Jun 2016, Zürich, Switzerland. ⟨hal-01352255⟩
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