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Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives
ARTICLE

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Educational Technology Research and Development Volume 56, Number 4, ISSN 1042-1629

Abstract

Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.

Citation

Moreno, R. & Ortegano-Layne, L. (2008). Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives. Educational Technology Research and Development, 56(4), 449-465. Retrieved June 16, 2019 from .

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