Abstract
The present study examined the effect of integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice on the Pre-service Teachers’ perceptions towards the initial training programs’ effectiveness in physical education. Two hundred thirty two Pre-service Teachers (92 females and 140 males) aged between 21 and 23 (Mage±SD = 21 ± 1.8 years) were recruited. Participants were randomly allocated into a control group (46 females, 70 males) which received a Traditional Form of Initial Training Program (TF-ITP), and an experimental group (46 females, 70 males) which received the New Form of Initial Training Program (NF-ITP). Responses to the Q4TE questionnaire (Grohmann & Kauffeld, 2013) for the assessment of the initial training programs’ effectiveness were obtained in the completion period of the initial training. The Pre-service Teachers’ perceptions regarding the initial training programs’ effectiveness were significantly higher during the NF-ITP in comparison with the TF-ITP (p
Highlights
During the last decade, a sharp number of studies have examined the influence of video viewing on teacher education (Gaudin & Chaliès, 2015)
The present study examined the effect of integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice on the Pre-service Teachers’ perceptions towards the initial training programs’ effectiveness in physical education
Findings suggested that integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice would lead to make the initial training programs more efficient for the Pre-service Teachers of physical education
Summary
A sharp number of studies have examined the influence of video viewing on teacher education (Gaudin & Chaliès, 2015). The literature reveals two different instructional approaches to video viewing in teacher education. The first one is designed from a developmental approach and its aim is to help Pre-service Teachers (P-sT) to elaborate action means by interpreting and reflecting on classroom practices (Sherin, 2004). According to the two different instructional approaches to video viewing in teacher education, most studies underline many benefits of video viewing. Concerning video viewing and pre-service teachers’ motivation, studies showed the influence of video on teacher motivation (Barnett & Tyson, 1999; Moreno & Valdez, 2007). Teacher educators can develop strategies to focus their
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