Effects of using Video Vignette on Pre-service Teachers' Pedagogical Content Knowledge and Views in Teaching

Mindanao State University, Marawi City, Philppines ,Norhayna Eryll M Unte

doi:10.25255/jss.2017.6.2s.81.86

Mindanao State University, Marawi City, Philppines , Norhayna Eryll M Unte

Open Access

https://doi.org/10.25255/jss.2017.6.2s.81.86

Copy DOI

Abstract

Any attempt to improve the quality of basic education should first focus on improving the quality of pre-service teachers’ characteristics which embrace pedagogical content knowledge (PCK) and views in the teaching-learning process. In the course of doing this, the use of interactive technology e.g. video vignette could be a measuring tool.This study investigated the effects of using video vignette in pedagogical content knowledge and views in teaching and learning of pre-service teacher. From the analysis of data, the results showed that there is a significant difference in the level of the twenty-three pre-service teachers’ pedagogical content knowledge in terms of knowledge of the subject matter, knowledge of learners, knowledge of curricula and knowledge of general pedagogy enrolled during 2nd semester of 2013-2014 in MSU-College of Education. Moreover, the study also revealed various views in teaching science/mathematics as profession, how to teach science in a traditional and contemporary approach, and how students learn best. Responses by the respondents suggest that video vignette genuinely reflect the actual classroom experience and investigate individual’s ethical principles and behavior in the context of teaching. Additionally, video vignette served as a potential means to monitor and evaluate teacher education courses for professional development.

Highlights

More than any profession, teaching is the chief transmitter of culture is, is affected by this state of flux, the importance of teacher education
The researcher had a flash of insight: Why not use modern interactive technology, video vignette, in gauging or measuring the effect of practice teaching course on pre-service teachers’ pedagogical content knowledge (PCK) and views on teaching and learning? The insight was admittedly an upshot of the researcher’s five-year teaching experience
A vignette in the form of a video excerpt that recorded or captured the teaching practices and competencies of pre-service teachers was shown to the respondents

Summary

Introduction

More than any profession, teaching is the chief transmitter of culture is, is affected by this state of flux, the importance of teacher education. Viewing the importance of teacher competency and their roles in educating the youth as a kind of article of faith, the researcher herself has an apprehension that pre-service teachers’ characteristics which embrace pedagogical content knowledge (PCK) and views on the teaching-learning process may not be informed by, or does not reflect the future’s thrust in attaining quality education. The researcher had a flash of insight: Why not use modern interactive technology, video vignette, in gauging or measuring the effect of practice teaching course on pre-service teachers’ pedagogical content knowledge (PCK) and views on teaching and learning? A vignette in the form of a video excerpt that recorded or captured the teaching practices and competencies of pre-service teachers was shown to the respondents (trainees) This is followed by an evaluation intended to determine the effect of the video on the pre-service teachers’ pedagogical content knowledge and views on teaching. Effects of using Video Vignette on Pre-service Teachers’ Pedagogical

Materials and Methods

Results and Discussions

Conclusion