The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education
Cyrille Gaudin, University of Limoges, France ; Sébastien Chaliès, Jérôme Amathieu, University of Toulouse, France
CITE Journal Volume 18, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This case study documents the influence of preservice teachers’ experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein's analytical philosophy. Influence was identified during self-confrontation interviews with preservice teachers (n = 8) in physical education with a video of their teaching. The findings indicated that this VETP program improved their ability to conduct a lesson. More precisely, these results showed the kinds of experiences PTs mobilized from the VETP (and others) when teaching, their number (n = 6), and the ways in which they drew on a variety of experiences. Two main avenues for modifying VETPs are then proposed: First, teaching should be viewed as both an object and a training situation, and second, VETPs should be integrated into a broad teacher-training path, which should be understood as a pool of experiences from which each teachers forge their own initial teaching practice.
Gaudin, C., Chaliès, S. & Amathieu, J. (2018). The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education. Contemporary Issues in Technology and Teacher Education, 18(1), 168-196. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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