Design of an audiovisual device for preservice teachers' training PROCEEDINGS
Lionel Roche, Nathalie Gal-Petitfaux, laboratoire ACTé, Université Blaise Pascal, Clermont-Ferrand II, France, France
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Our study is about the effect of designing an audiovisual device for preservice teachers' training. The goal in this training program is to prepare preservice teachers to teach Physical Education (PE). We argue like in enaction's approach (Varela, 1991), some knowledge are embodied and using video in in teachers' training can help to approach this embodied cognition during lessons of PE. Three main research questions were investigated: 1) which kind of multimodal (Kress, 2010) resources it is necessary to use for creating professional development, 2) how to construct a scenario for using the different resources and 3) what is the impact multimodal resources for learninf to teach PE. Our theoretical frame is in cognitive anthropology based on the hypothesis of the situated action and cognition and also the enaction. Our findings show : a) preservice teachers focus analysis and face to face with sutdents and b) multimodal resources permit to approach corporal experience of teaching.
Roche, L. & Gal-Petitfaux, N. (2014). Design of an audiovisual device for preservice teachers' training. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1313-1316). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from https://www.learntechlib.org/primary/p/130948/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Brophy, J. (2004). Using video in teacher education, Amsterdam
- Coles, A. (2010). Using video for professional development: a case study of effective practice in one secondary mathematics department in the UK. Consult at http://www.bsrlm.org.uk/IPs/ip30-2/BSRLM-IP-30-2-01.pdf Fadde, P., & Rich, P. (2010). Guerrilla Video: A New Protocol for Producing Classroom Video. Educational Technology, 50(1), 4-8.
- Fuller, F. & Manning, D. (1973). Self-confrontation reviewed: a conceptualizatlon for video playback, in teacher education, Review of Educational Research, 4, 469-528.
- Gal-Petitfaux, N. (2013). Analyser la leçon d’EPS : des modèles prescriptifs aux modèles descriptifs des activités en classe. In B. Boda & A. Coston (Eds.), La leçon d’EPS en questions. Paris : AE.E.P.S., 12-18.
- Goldman, R. (2007). Video representations and the perspectivity framework: Epistemology, ethnography, evaluation, and ethics. In R. Goldman, R. Pea, B. Barron& S. Derry (eds.), Video research in the learning sciences. Mahwah : Lawrence Erlbaum, 3-38.
- Hunter, L. (2011). Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning. Teaching and Teacher Education, 27(1), 187-200.
- Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13-23.
- Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, Routledge.
- Suchman, L. (1987). Plans and situated actions: the problem of human-machine communication. Cambridge, England :CUP
- Theureau, J. (2002). Selfconfrontation interview as a component of an empirical& Technological research program. Paper presented at 2nd Journées internationales des sciences du sport "Expertise et sport de haut niveau", 1215 Nov., Paris.
- Theureau, J. (2006). Le cours d’action. Méthode développée. Toulouse : Octarès
- Varela, F.J., Thompson, E. & Rosch, E. (1991).The embodied mind: Cognitive science and human experience. MIT Press, Cambridge, MA, USA.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Lionel Roche & Nathalie Gal-Petitfaux, Université Clermont Auvergne, France
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 3420–3425
Lionel Roche & Nathalie Gal-Petitfaux, University Clermont Auvergne, France
Journal of e-Learning and Knowledge Society Vol. 11, No. 2 (May 27, 2015)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.