The impact of online teaching videos on Canadian pre‐service teachers

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 hi...

[1]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[2]  D. Schon.  Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. , 1987 .

[3]  Virginia Richardson,et al.  Handbook of Research on Teaching , 2001 .

[4]  Micha Popper,et al.  Putting Leadership Theory to Work: A Conceptual Framework for Theory‐based Leadership Development , 1993 .

[5]  Robert M. Gagné.  Instructional Technology: A History , 2013 .

[6]  Allan M. Collins,et al.  Rethinking Education in the Age of Technology , 2008, Intelligent Tutoring Systems.

[7]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[8]  I. Friedman,et al.  Teacher self-efficacy: a classroom-organization conceptualization , 2002 .

[9]  Donald A. Schön.  Knowing-In-Action: The New Scholarship Requires a New Epistemology , 1995 .

[10]  Barry J. Fishman,et al.  8. LINKING ON-LINE VIDEO AND CURRICULUM TO LEVERAGE COMMUNITY KNOWLEDGE , 2003 .

[11]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychology Review.

[12]  Donald A. Schön,et al.  The Reflective Practitioner: How Professionals Think in Action. , 1987 .

[13]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[14]  Katherine S. Cennamo,et al.  5. VIDEOCASES IN ELEMENTARY SCIENCE TEACHER PREPARATION , 2003 .

[15]  Miriam Gamoran Sherin,et al.  1. NEW PERSPECTIVES ON THE ROLE OF VIDEO IN TEACHER EDUCATION , 2003 .

[16]  M. Wittrock.  Handbook of research on teaching , 1986 .

[17]  Nanette Seago,et al.  10. USING VIDEO AS AN OBJECT OF INQUIRY FOR MATHEMATICS TEACHING AND LEARNING , 2003 .

[18]  D. L. Fevre,et al.  9. DESIGNING FOR TEACHER LEARNING: VIDEO-BASED CURRICULUM DESIGN , 2003 .

[19]  Fred Goffree,et al.  6. FOR THE ENRICHMENT OF PRACTICAL KNOWLEDGE: GOOD PRACTICE AND USEFUL THEORY FOR FUTURE PRIMARY TEACHERS , 2003 .

[20]  E. A. Locke.  Social Foundations of Thought and Action: A Social-Cognitive View , 1987 .

[21]  M. Eijck.  Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory , 2009 .

[22]  Donald A. Schön.  Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions , 1987 .