Effects of an Online Teacher Training Course Entailing Examples of Practice on Video

Effects of an Online Teacher Training Course Entailing Examples of Practice on Video

ECER 2012Symposium : «How ICT can Improve Teacher Education and Professionalisation ?»

Florian Meyer, Université de SherbrookeRobert David, Université de MontréalMichel Aubé, Université de Sherbrooke

jeudi 20 septembre 12

Table of Content

Context and issuesTheoretical frameworkObjectives and research questionsMethodologyResults & DiscussionConclusion


ISSUESCONTEXT AND PROBLEM


Context of Change

Programs of study reform (2001)Competency-based programs General learning domains Teachers as conveyor of culture

Pedagogical renewalTransformation of practiceNew competencies

Need to support teachersA long and complex processNeed new training strategies


ProblemEmergence of training platforms using examples of practice on videoThese videos allow:

to enrich the relationship between theory and practice to support modeling practices to offer new opportunities

No assessment of the effects of such platforms on the professional development of teachers


THEORITICAL FRAMEWORKCONCEPTS & MODELS


Training NeedsEngage in a process of professional developmentProfessional competency: exploitation of specific resources in order to achieve a result in a particular context, these resources are, among others, theoretical knowledge, action schemata or knowledge (Le Boterf,2000; Perrenoud, 1998)12 competencies required by the Ministère de l’Éducation du Loisir et du Sport Competency 4 : «To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.» (Martinet & al., 2001, p. 71)


Professional competency 4«Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on their cognitive, emotional and social characteristics» (p. 80)«Guides students in selecting, interpreting and understanding the information provided in the various resources and in understanding the elements of a problem situation or the requirements of a task or project» (p. 81)«Provides students with the resources they need to take part in the learning situations» (p. 80)«Supports student learning by asking questions and providing frequent and relevant feedback to promote the integration and transfer of learning» (p. 81)«Encourages teamwork» (p. 81)


Online learning platform incorporating examples of practice on video

Zoom sur l’expertise pédagogique (Version 2.3)http://zoom.animare.org


http://zoom.animare.org


Training courseA training course is a series of steps that teachers must follow to gradually develop one or more targeted professional competencies

Each step is represented by a web page with a title, a number, an introduction and different sections organizing the content of the step.


Situation of continuing training

Analysis model (inspired by B. Charlier, 1998, p. 259)


Teacher learningThe learning relate to knowledge that will allow a teacher to improve or to change practice (Brown & Duguid, 1991) and to act effectively in the widest possible variety of professional situations (Le Boterf, 2000; Perrenoud, 1998). There is learning for a teacher when there is a change of his knowledge structures and construction of new knowledge (Bourgeois & Nizet, 1997; Legendre, 1998).Learning takes place through different cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, observations that can be done, models that are proposed, mediation offered by an instructor or more experienced peer, teacher's conceptions or expectations expressed (Cross, 1981; Bruner, 1996).


Teaching practice changeChange involving modifications of (Charlier, 1998) :

planning decisionsschemes of actionknowledge implementedactions implementedreflection on the action

Type 1 : «a little bit more of the same» vs type 2 : «a change in vision, a reframing» (Watzlawick, Weakland & Fisch, 1975; Charlier, 1998; Bourgeois & Nizet, 1997)

Factors promoting change (Cauterman, Demailly, Suffys & Bliez-Sullerot, 1999a; Charlier, 1998) :

Conditions of practice The functioning of the institutionThe institution's values

Characteristics of the teacher :relationship to knowledgeknowledge and know-howhis sense of self-efficacypersonal historyinvolvementtime organization


Teacher self-efficacy

Multidimensional model of teacher self-efficacy(based on Tschannen-Moran & al., 1998, p. 228)

Belief that a teacher has in his/her ability to perform tasks with a satisfying level of performance


OBJECTIVESRESEARCH QUESTIONS


First objectiveDescribe learning regarding the competency "Pilot" of teachers who have completed a training course targeting this competency and integrating examples of practice on video.

What were the effects of the training on knowledge relating to components of the competency «To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study» among teachers who have followed it?


Second objectiveDescribe the intentions to change practice regarding the competency "pilot" of teachers who have completed a training course targeting this competency and integrating examples of practice on video.

What were the effects of the training on the intentions of changing practice of teachers who have followed it ?


Third objectiveProvide possible answers to the question: How to improve the technological training platform incorporating examples of practice on video, to better support the professional development of teachers?


METHODOLOGYAPPROACH AND OBJECTS


Research approachInterpretive paradigm where reality is a subjective construct dependent on the representations of the participants and the researcher (Lessard-Hébert, Goyette & Boutin, 1990) :

consideration of the evolution of each individual concerned according to their point of view and their representationsdelimitation of training situations to evaluate integrating multiple interrelated elements

Deferred evaluation approach (Gabrielli, 1989) : centered on persons who have undergone trainingconsiders the process of learning and change of these peopleintegrates the "before" the "during" and the "after" the training


A specific training course

Title : « To pilot teaching/learning situations to foster the development of competencies » 22 steps and a logbook to fill during the training


Semi-structured interview before training

Part 1: Personal InformationPart 2: description, examples and perceived ability for each component and for the competencyPart 3: expectations, concerns and intentions regarding the training

Data collection

DIARY COMPLETED BY EACH PERSON WRITTEN ANSWERS TO SOME QUESTIONS ASKED IN THE COURSE

SAMPLING: 6 TEACHERS (5 WOMEN AND 1 MAN). ALL TEACHING AT THE ELEMENTARY

Semi-structured interview before training

Part 1: Part 2 Interview 1 ditto and feeling of having learned and capacity developmentPart 2: representation of learningPart 3: assessment of the platform and the trainingPart 4: comments


Data analysisDeductive approach and systematic analysis starting from the analysis model proposed and from the definition of the competency and its components.

DIMENSION 2 INTENTIONS TO

CHANGE PRATICE

DIMENSION 1LEARNING

DIMENSION 3 TRAINING COURSE


RESULTSACCORDING TO EACH OF THE DIMENSIONS


Dimension 1a: Understanding


Dimension 1b:Capacity to exemplify


Dimension 2a:Level of confidence


Dimension 2b: Validation of practiceParticipants question their practice after observing videos :

Sylvie notes especially that she was inclined to provide answers and information to the students too quickly. She noted that she had a tendency to easily avoid feedback and strategies.France was happy to see that she was doing more relevant things than she thought. She also noted that she was not giving enough positive reinforcement....


Dimension 3a Appreciation of the videos


Dimension 3a (suite) Appreciation of the learning course


Dimension 3b Feeling of having learned


DISCUSSIONPOSSIBLE ANSWERS TO THE THREE RESEARCH QUESTIONS


Learning

Learning is related to the observation of videos whose content was accompanied by :

specific written definitionstargeted questions on elements to be observed in videosadditional explanations

Learning was less systematic when none of these supplements were present


Intentions to change practiceAll have expressed intentions of change :

inspired by teaching strategies observedinspired by catches of awareness of gaps in their practiceformalized thanks to the questions and logbook

Positive vicarious effect if :identification to the observed teacheridentification of the feasibility of what they observe (amplified by the written supplements)

The videos have validated some aspects of these teachers' practice:willingness to further progresswillingness to change their practice

Some consider to be less competent and to have much to changebetter understanding of what is this competencyrisk of discouragement: the course must prepare for this awareness


To keep in the platformExamples of teachers close to the realities of participants: positive vicarious effectWritten content with anchor points: to analyze and exploit videosWritten mediating role of the virtual trainer to support the modeling and enriching the vicarious experienceRich and comforting logbookQuestions leading teachers to identify possible improvements: rich and developed descriptionsQuestions designed so they help define listening intentionsLight tone, simple and precise vocabulary


Credibility of videosSuggestion: make descriptions more specific and contextualizedSuggestion: provide access to resources and documents presented in the videos. But will this promote reflective practice encouraged in the logbook? How? Which ressources ? With what explanations?

The course seemed too longHave participants been victim of some cognitive overload?How many steps should contain a course?

Better support engagement in a situation of online training: what is the best way?Reduce the cognitive challenge and insecurity. The observation of practice is a complex skill that develops gradually and is not immediately developped by all teachers. What is the best form of mediation?Reduce the technical constraints: bandwith, applications to install...Increase quality of videos: sound, image...

To improve


CONCLUSIONRECENT RESEARCH


Opening

Some avenues and questions for further research:Define the effects of this type of training and the conditions under which they occur. But how precisely measure the effect? (EdCentric, 2005) To what extent these intentions result in meaningful change and what can be modified in the course to support this ? (Charlier, Deschryver & Peraya, 2006)Identify the best ways to use videos depending on the context of teachers. How to further increase the vicarious effect? (Colestock & Sherin, 2009; Santagata, 2009) How to choose judiciously videos to use? Difficult to predict what people will perceive and interpret. (Miller & Zhou, 2007). Derry (2007) suggests working to develop standards that would better document and enhance the videos made.Would it be more efficient to follow such a course individually or in a group? Why? What would be learnings according to one or the other of these forms? (Sherin & van Es, 2009; Borko & al., 2008)

A training course incorporating examples of practice on video and made in a training platform such as "Zoom" has a positive effect on the professional development of teachers.


Recent research About the use of examples of practice on video in a modeling strategy

In a distance mode : (Baecher & Kung, 2011); (Fang, 2010); (Lee, Ginsburg & Preston, 2009); (Llinares & Valls, 2010); (Ria & Leblanc, 2011); (Towers & Rapke, 2011)In a hybrid mode : (Marsh, Mitchell & Adamczyk, 2010); (Ria, 2010); (Santagata & Guarino, 2011); (Dieker & al., 2009); (Galvis & Nemirovsky, 2003); (Santagata, 2009); (Santagata, Zannoni & Stigler, 2007);


Recent research (2) About video clubs

In a distance mode(Liu, 2012); (So, Pow & Hung, 2009); (Wu & Kao, 2008)In a presence mode(Borko & al., 2008); (Brantlinger, Sherin, Linsenmeier, 2011); (Sherin & van ES, 2009); (van Es & Sherin, 2008); (van Es & Sherin, 2006); (van Es, 2009); (van Es, 2012);In a hybrid mode(Krammer & al., 2006); (Sherin & Van Es, 2005)


Recent research (3) About video editing as a learning strategy

In a distance modeBeardsley, Cogan-Drew & Olivero, 2007); (Calandra & al., 2008); (Heintz & al., 2010); (Kong, 2010); (Lee, Ginsburg & Preston, 2009); (Olofsson, Lindberg & Stodberg, 2011); (Rich & Hannafin, 2009); (Rosaen, Lundeberg, Cooper, Fritzen & Terpstra, 2008);(Rosaen, Lundeberg, Terpstra, Cooper, Fu & Niu, 2010); (Saxena & Stevens, 2007); (Wu & Kao, 2008)In a presence mode(Brantley-Dias & al., 2008); (Fadde, Aud & Gilbert, 2009); (Zhang, Lundeberg, Koehler & Eberhardt, 2011)In a hybrid mode(Yiong-Hwee & Churchill, 2007); (Bueno de Mesquita & al., 2010); (Yerrick & al., 2005)


Recent research (4) About the use of scenarized videos as case studies

In a distance mode(Chieu, Herbst, Weiss, 2011); (Rosaen, Lundeberg, Terpstra, Cooper, Fu & Niu, 2010); (Schwartz & Hartman, 2007); (Tan,Tan & Wettasinghe, 2011)In a presence mode(Burden & al., 2010); (Zhang, Lundeberg, Koehler & Eberhardt, 2011)


Thank you very much for your attention !


HTTP://ZOOM.ANIMARE.ORG [email protected] [email protected]@USHERBROOKE.CA




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Effects of an Online Teacher Training Course Entailing Examples of Practice on Video

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