Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices

Autor/inn/en	Johnson, Heather Lynn; Dunlap, Joanna C.; Verma, Geeta; McClintock, Evan; DeBay, Dennis J.; Bourdeaux, Brandy
Titel	Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 63 (2019) 2, S.160-169 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-018-0286-5
Schlagwörter	Video Technology; Playgrounds; Online Courses; Design; Guidelines; Teaching Methods; Metacognition; Experiential Learning; Methods Courses; Mathematics Instruction; Science Instruction; Teacher Education Programs; Instructional Effectiveness; Communities of Practice + Suchen Sie Ihr Suchwort? Playground; Spielplatz; Online course; Online-Kurs; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Experiental learning; Erfahrungsorientiertes Lernen; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Community
Abstract	In this article, we share design guidelines for the development and use of online, video-based "teaching playgrounds," which provide opportunities for prospective teachers to engage in professional noticing of teaching practices. Through teaching playgrounds, we provide an instantiation of the Presence+Experience framework, which combines the Community of Inquiry model with Kolb's experiential learning cycle. Teaching playgrounds offer a viable mechanism for instructors and designers to incorporate "high touch" learning experiences into "high tech" online teacher preparation courses. Using quantitative methods, we demonstrate the efficacy of online content methods courses incorporating teaching playgrounds. We address implications for the incorporation of online content methods courses in mathematics and science teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01