Preservice Teachers' Experiences of Empowering and Challenging Events of Teaching Practice

• In Event: 29.056 - Using Social Networks, Video Analysis, and Virtual Experiences in Teacher Education

Abstract

Teacher cognition (their knowledge and beliefs base) guides teachers’ professional practice. It develops and broadens when acting in practice and continuously deliberating its meaningful events. This study explores which meaningful events (challenging and empowering) pre-service teachers identify based on video recordings of their teaching in order to improve their knowledge base. The analysis of the videos (N=183) revealed that the selected meaningful events were related to the instructional core relations between teacher and content, teacher and students, and teacher and student learning. Moreover, the relation between teacher and student learning was central to pre-service teachers. Employing video analysis of their teaching was therefore powerful for advancing teacher cognition and seemed to initiate key aspects in pre-service teacher learning.

Authors

• Äli Leijen, University of Tartu

• Raili Allas, University of Tartu

• Auli Toom, University of Helsinki

• Jukka Husu, University of Turku

• Juan-José Mena Marcos, Universidad de Salamanca

• Dubravka Knezic, Utrecht University

• Paulien C. Meijer, Radboud University Nijmegen

• Margus Pedaste, University of Tartu