360°-Video Reflection in Teacher Education: A Case Study [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, Oct 13-15, 2021).

Autor/in	Tarantini, Eric
Titel	360°-Video Reflection in Teacher Education: A Case Study [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, Oct 13-15, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Video Technology; Case Studies; Preservice Teachers; Teacher Education Programs; Reflection; Teaching Skills; Comparative Analysis; Feedback (Response); Teacher Student Relationship; Situated Learning; Learning Processes; Teacher Competencies; Foreign Countries; Teaching Methods; Switzerland + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Lehrkunst; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schweiz
Abstract	360°(degree-)-videos inherit interesting potentials for teaching competence development. Reflecting on personal teaching performance from multiple perspectives potentially increases the depth in situated reflection and provides new learning insights for pre-service teachers. In this light, this paper describes a case study conducted at the University of St.Gallen where 360°-videos were used for reflection on personal performance of pre-service teachers in order to clarify, whether they add value to reflective observations compared to classical video recordings. Key findings are that (I): 360°-videos can add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student-interactions and to reflect upon personal teaching performance from multiple perspectives. [For the full proceedings, see ED621108.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01