Focused Self-Explanation Prompts and Segmenting Foster Pre-Service Teachers' Professional Vision -- But Only during Training!

Autor/inn/en	Martin, Monika; Farrell, Meg; Seidel, Tina; Rieß, Werner; Könings, Karen D.; van Merriënboer, Jeroen J. G.; Renkl, Alexander
Titel	Focused Self-Explanation Prompts and Segmenting Foster Pre-Service Teachers' Professional Vision -- But Only during Training!
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 34 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-022-00331-z
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Video Technology; Biology; Training Methods; Multimedia Instruction; Multimedia Materials; Skill Development; Teaching Skills + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Biologie; Didaktik; Trainingsmaßnahme; Multimediales Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
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. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01