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| Autor/inn/en | Kramarski, Bracha; Heaysman, Orna |
|---|---|
| Titel | Promoting Teachers' SRL with Professional Vision Experiences of Live-Actors Simulations and Video Technology |
| Quelle | In: New Directions for Teaching and Learning, (2023) 174, S.57-64 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-0633 |
| DOI | 10.1002/tl.20549 |
| Schlagwörter | Independent Study; Teachers; Faculty Development; Educational Objectives; Video Technology; Simulation; Observation; Theory Practice Relationship |
| Abstract | Self-regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices is to enhance teachers' professional vision (PV) skills: PV skills help teachers think about teaching goals and strategic performance. Enhancing teachers' PV in the context of SRL, referred to as "PV-SRL," is based on two types of experiences; video learning and simulation. These experiences allow teachers to practice their SRL skills by observation and emulation and apply SRL theory in class. Video-based learning refers to watching videos of themselves and other teaching, discussing, and analyzing the events. The term "simulation" refers to guided learning experiences artificially resembling reality, where participants can exercise their skills and cope with challenges in a supportive environment. This chapter describes the different types of video-based learning and simulations and their application teachers' professional development programs and also provides recommendations for teacher educators. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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