Abstract
Teacher education enables students to grow from ‘novice’ into ‘starting expert’ teachers. In this study, students’ textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to which curriculum and literature influenced their feedback was assessed by semantic network analysis of prominent words from the literature that was studied, as well as the lexical richness and semantic cohesion of students’ peer feedback and reflections. The lexical richness and the semantic cohesion increased significantly by the end of the semester. This means that students incorporated new vocabulary and maintained semantic consistency while using the new words. Regarding the semantic network analysis, we found stronger connections between the topics being discussed by the students at the end of the semester. Active use of video and peer feedback enhances students’ active knowledge base, thus furthering effective teaching.
Highlights
The lock down of schools as a measurement against the Covid19 pandemic resulted in en masse transfer from classroom teaching to on-line education
We report an experiment on bachelor-level courses of a Vocational Education and Training (VET) teacher education curriculum in the Netherlands
This study provides insight if computational approaches are able to determine what happens with the lexical richness, semantic cohesion and constructive use of key terms from the literature during the students’ ‘collaboration’ in the time of the course
Summary
The lock down of schools as a measurement against the Covid pandemic resulted in en masse transfer from classroom teaching to on-line education. Students were trying to copy teacher and information centred classroom teaching, resulting mostly in ‘talking heads’ on the students’ screens and the scrolling of information. This resulted in students complaining against on-line learning because they missed the interaction with teachers and peers. We report an experiment on bachelor-level courses of a Vocational Education and Training (VET) teacher education curriculum in the Netherlands. This experiment aimed to support student teachers’ development from ’novice’ to ’starting expert’ by using students’ video recordings and peer feedback in a blended curriculum
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