Literaturnachweis - Detailanzeige
| Autor/inn/en | Balzaretti, Nicoletta; Ciani, Andrea; Cutting, Chelsea; O'Keeffe, Lisa; White, Bruce |
|---|---|
| Titel | Unpacking the Potential of 360degree Video to Support Pre-Service Teacher Development |
| Quelle | In: Research on Education and Media, 11 (2019) 1, S.63-69 (7 Seiten)
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| Zusatzinformation | ORCID (Balzaretti, Nicoletta) ORCID (Ciani, Andrea) ORCID (Cutting, Chelsea) ORCID (O'Keeffe, Lisa) ORCID (White, Bruce) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2037-0849 |
| DOI | 10.2478/rem-2019-0009 |
| Schlagwörter | Video Technology; Student Development; Preservice Teachers; Reflective Teaching; Self Evaluation (Individuals); Graduate Students; Mathematics Education; Foreign Countries; Nonverbal Communication; Classroom Observation Techniques; Affordances; Interaction; Australia |
| Abstract | Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs' use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan 'around' the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to 'notice' additional areas for improvement in their own practice. (As Provided). |
| Anmerkungen | Sciendo, a company of De Gruyter Poland. 32 Zuga Street., 01-811 Warsaw, Poland. Tel:+48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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