Using Video Annotation to Reflect on and Evaluate Physical Education Pre-Service Teaching Practice

Autor/in	Colasante, Meg
Titel	Using Video Annotation to Reflect on and Evaluate Physical Education Pre-Service Teaching Practice
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 1, S.66-88 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Feedback (Response); Physical Education; Interviews; Teacher Attitudes; Teaching Methods; Preservice Teacher Education; Student Evaluation; Protocol Materials; Pilot Projects; Student Teachers; Methods Courses; Computer Uses in Education; Educational Technology; Multimedia Materials; Instructional Effectiveness; Video Technology; Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung; Unterrichtsprotokoll; Pilot project; Modellversuch; Pilotprojekt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Methodisch-didaktische Anleitung; Computernutzung; Unterrichtsmedien; Unterrichtserfolg; Australien
Abstract	This case study examined the integration of a media annotation tool ("MAT") into the learning and assessment activities of an undergraduate teaching (physical education) course. The media form or artefact for annotation was video recordings demonstrating individual learners' teaching practice. The learners categorised (marked sections) and annotated their videos and received peer and teacher feedback within the tool. Their use of "MAT" was analysed to determine if this learning environment was effective in the context of the case, to critically reflect upon and evaluate pre-service teaching practice. The research site was RMIT University, Melbourne, and data was collected from the pilot users of "MAT", a third year class and their teacher/key academic, using pre- and post-surveys and interactive process interviews (combined sessions of direct observation and semi-structured interviews). The data indicated "MAT" was effective for the main learning purpose of the case, but also identified some areas for further consideration. (Contains 11 figures and 1 table.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10