prof. Maurizio Gentile LUMSA University of Rome/Sapienza University Rome, Italy
Maurizio Gentile is Associate Professor of Teaching Methods and Special Education at LUMSA University of Rome and Professor of Technologies for Learning at Sapienza University of Rome. His research interests are Cooperative Learning, digital videos in teacher education, inclusive school, competency-based education, curriculum and assessment, technologies for learning. On these topics, more than 100 publications, including articles, book chapters, conference proceedings, monographs, editorials. He works with school network, research institutes, public educational organization, social organizations, editorial companies. From 2017 to 2018, he was Researcher in Experimental Educational Methods at Unitelma Sapienza University of Rome – the e-learning division of Sapienza University of Rome – and Instructional designer for the bachelor degree of Psychological Sciences and Techniques at Sapienza University of Rome.
Digital videos in teacher education: a professional vision model and four training strategies
The speech proposes a review of studies about the use of videotaping in teacher education. It deepens two issues: a) the construct of professional vision and sub-processes that teacher activates during the observation of videos; b) the formative approaches designed to develop the teachers’ competence to view a set of teaching actions.
The professional vision is the process of noticing noteworthy events and making sense of them. In this context, it is fascinating to investigate the relationship between general pedagogical knowledge and professional reasoning.
The speech examines four training strategies associated with using video in teacher education. The first strategy addresses to stimulate the interpretation of teaching events without a preliminary and formal knowledge of pedagogy underlying the observed teaching action (example-rule strategy). The experts recommend its use for in-service teacher training.
A second way addresses both the knowledge of educational principles and the development of decision-making abilities (rule-example strategy). The experts suggest its use in pre-service teacher education.
A third strategy is called “video club”. It consists of a group of teachers who meet to watch and discuss excerpts of videotapes of their instruction.
The last approach consists in one 20-hour course organised in three times: 1) three workshops, 2) the videotaping of teaching actions performed in the classrooms, 3) the shared analysis of videos. The research staff developed this strategy in the context of research provided for understanding and practising the assessment for learning approach. The aims of the project were: a) to design one in-service teacher education course based on digital videos; b) to study the interpretative frames that teachers activate when watching videos; c) to promote the assessment for learning approach. A group of 53 teachers was invited to participate in the project. The analysis of results is still ongoing.
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