The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom (L'utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales menées par les enseignants : sentir que l'on a la compétence d'adopter un rôle différent dans la salle de classe)

Autor/inn/en	Beauregard, Caroline; Rousseau, Cécile; Mustafa, Sally
Titel	The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom (L'utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales menées par les enseignants : sentir que l'on a la compétence d'adopter un rôle différent dans la salle de classe)
Quelle	In: Canadian Journal of Learning and Technology, 41 (2015) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Video Technology; Intervention; Teaching Methods; Satisfaction; Surveys; Teacher Attitudes; Administrator Attitudes; Professional Development; Teacher Role; Psychological Patterns; Social Influences; Modeling (Psychology); Technology Uses in Education; Workshops; Creativity; Immigrants; Refugees; Coping; Student Adjustment; Age Differences; Transfer of Training; School Personnel; Questionnaires; Likert Scales; Program Effectiveness; Participant Observation; Statistical Analysis; Qualitative Research; Attitude Measures; Foreign Countries; Elementary Schools; Secondary Schools; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zufriedenheit; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrerrolle; Sozialer Einfluss; Modeling; Modelling; Modellierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernwerkstatt; Schulung; Kreativität; Immigrant; Immigrantin; Immigranten; Flüchtling; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Age; Difference; Age difference; Altersunterschied; Training; Transfer; Ausbildung; Schulpersonal; Fragebogen; Likert-Skala; Teilnehmende Beobachtung; Statistische Analyse; Qualitative Forschung; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Kanada
Abstract	Because they propose a form of modeling, videos have been recognised to be useful to transfer knowledge about practices requiring teachers to adopt a different role. This paper describes the results of a satisfaction survey with 98 teachers, school administrators and professionals regarding their appreciation of training videos showing teacher-led psychosocial interventions. The association between teachers' appreciation of the video and their desire to implement the intervention are explored in terms of authenticity, vicarious learning and self-efficacy, in an attempt to further comprehend how the use of video supports different aspects of modeling (skills--know-how, attitudes--know-how to be). The authors suggest that training videos featuring teachers leading psychosocial interventions support knowledge transfer because learners can relate to successful peers and can think of themselves as competent to replicate the intervention and comfortable to adopt a different role in the classroom. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01