You are here:

The Impact of Online Teaching Videos on Canadian Pre-Service Teachers ARTICLE

,

Campus-Wide Information Systems Volume 28, Number 3, ISSN 1065-0741

Abstract

Purpose: One of the major challenges in teacher training programs is the gap between the theory that is presented to pre-service teachers and actual classroom practice. Many researchers, educators, and pre-service teachers have emphasized the difficulty of linking theory and practice in teacher education programs. The purpose of this study is to better understand the impact of online teaching videos on the development of self-efficacy beliefs in pre-service teachers. Design/methodology/approach: Over 400 student teachers participated in this study. Statistical analyses of questionnaires were conducted to assess the impact of online teaching videos. The results reveal that online videos did affect the self-efficacy beliefs of pre-service teachers. Findings: Online videos of teaching practices appear to contribute positively to feelings of self-efficacy in pre-service teachers. Practical implications: Given the importance of self-efficacy for teachers' professional development, online videos could prove highly useful to this end. Apart from the impact of the videos themselves, self-directed learning has the benefit of flexibility in terms of time and space, which is typical of open and distance learning in general. Furthermore, online videos can be readily adapted to individual professional development plans, according to the teacher's needs, in contrast to more formal training programs (either initial or continuing) with their relatively rigid, predetermined contents. Originality/value: This study presents an original self-training online video device that could easily be integrated in teacher training to support effectively their professional development. (Contains 3 figures.)

Citation

Karsenti, T. & Collin, S. (2011). The Impact of Online Teaching Videos on Canadian Pre-Service Teachers. Campus-Wide Information Systems, 28(3), 195-204. Retrieved November 17, 2018 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vido dans le transfert de connaissances dans les interventions psychosociales

    Caroline Beauregard, Ccile Rousseau & Sally Mustafa

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 1 (Mar 12, 2015)

  2. The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

    Caroline Beauregard, Transcultural Research and Intervention Team (Erit) Universit de Montral; Ccile Rousseau, Transcultural Research and Intervention Team (Erit) McGill University; Sally Mustafa, Transcultural Research and Intervention Team (Erit)

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 1 (Mar 12, 2015)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.