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- Publisher
- Springer Journals
- Copyright
- Copyright © 2013 by Springer Fachmedien Wiesbaden
- Subject
- Social Sciences, general; Social Sciences, general; Industrial, Organisational and Economic Psychology; Organization/Planning
- ISSN
- 2366-6145
- eISSN
- 1862-2615
- DOI
- 10.1007/s11612-013-0216-0
- Publisher site
- See Article on Publisher Site
Abstract
In initial teacher education, it is a challenge to foster the development of teaching skills proximal to classroom action. In this study, the impact of a combined practical and theoretical university-based term on preservice teachers’ professional vision is investigated by a video-based approach to supervising their knowledge acquisition and assessing their learning outcomes. Participants were N = 109 preservice teachers attending a 5-month theory practice term guided through video-based courses about effective teaching and learning. We measured their changes in professional vision using the video-based tool Observer. Our results show that preservice teachers positively change their professional vision during the theory practice term, especially if they show low entry levels at the beginning. Their notes on the observed teaching lessons illustrate these changes.
Journal
Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) – Springer Journals
Published: Jun 18, 2013