Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video?
| Autoři | |
|---|---|
| Rok publikování | 2023 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Even though the use of video in teacher education has been widely discussed, the actual type of video in terms of the viewing angle of the classroom has received little attention (Gaudin & Chalies, 2015). This study investigated what teachers focus on when they view a video of a classroom situation taken from two different angles – the teacher’s and the pupils’ points of view. Further, the study investigated the differences in perceptions between student teachers and experienced teachers, and between the participants’ first and second viewing of the same video. Teachers (n=11) and student teachers (n=13) watched a video of a real classroom situation divided into two halves – the top half of the screen showed the teacher, and the bottom half of the screen showed the pupils. Their eye movements were captured; the dwell time was measured for the top and the bottom half of the screen and also for the teacher / individual pupils specifically. Even though it might seem that when given a choice between observing the teacher and the pupils, participants would focus on pupils as this represents what they see when teaching, the opposite is the case. Both groups paid more attention to the teacher during the first viewing. During the second viewing, their focus shifted to the pupils. This has important implications for working with videos in teacher education – each iteration of viewing a classroom video is different and needs to be worked with accordingly (e.g., in the type of task set). |
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