![](https://editlib-media.s3.amazonaws.com/sources/CJLT.jpg)
The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales
ARTICLE
Caroline Beauregard, Transcultural Research and Intervention Team (Erit) Universit de Montral ; Ccile Rousseau, Transcultural Research and Intervention Team (Erit) McGill University ; Sally Mustafa, Transcultural Research and Intervention Team (Erit)
CJLT Volume 41, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Abstract
Because they propose a form of modeling, videos have been recognised to be useful to transfer knowledge about practices requiring teachers to adopt a different role. This paper describes the results of a satisfaction survey with 98 teachers, school administrators and professionals regarding their appreciation of training videos showing teacher-led psychosocial interventions. The association between teachers’ appreciation of the video and their desire to implement the intervention are explored in terms of authenticity, vicarious learning and self-efficacy, in an attempt to further comprehend how the use of video supports different aspects of modeling (skills - know-how, attitudes - know-how to be). The authors suggest that training videos featuring teachers leading psychosocial interventions support knowledge transfer because learners can relate to successful peers and can think of themselves as competent to replicate the intervention and comfortable to adopt a different role in the classroom. Parce qu’elles proposent une forme de modelage, les vidéos ont été reconnues comme utiles pour le transfert de connaissances au sujet des pratiques exigeant que les enseignants jouent un rôle différent. Cet article décrit les résultats d’une enquête sur la satisfaction réalisée auprès de 98 enseignants, administrateurs et professionnels scolaires quant à leur appréciation des vidéos de formation montrant des interventions psychosociales menées par des enseignants. Le lien entre l’appréciation de la vidéo par les enseignants et leur désir de mettre en pratique l’intervention est exploré en matière d’authenticité, d’apprentissage par procuration et d’auto-efficacité, pour tenter de mieux comprendre comment l’usage de la vidéo appuie différents aspects du modelage (aptitudes, savoir-faire, attitudes, savoir-être). Les auteurs suggèrent que les vidéos de formation montrant des enseignants menant des interventions psychosociales appuient le transfert de connaissances, car les apprenants peuvent s’identifier à des pairs qui réussissent et peuvent s’imaginer comme ayant la compétence pour reproduire l’intervention et être à l’aise d’adopter un rôle différent dans la salle de classe.
Citation
Beauregard, C., Rousseau, C. & Mustafa, S. (2015). The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(1),. Canadian Network for Innovation in Education. Retrieved August 15, 2024 from https://www.learntechlib.org/p/150699/.
Keywords
References
View References & Citations Map- Akre, V., Falkum, E., Hoftvedt, B.O., & Aasland, O.G. (1997). The communication atmosphere between physician colleagues: competitive perfectionism or supportive dialogue? A Norwegian study. Social Science& Medicine, 44(4), 519–526.
- Bandura, A. (1971). Social learning theory. Oxford: Prentice Hall.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
- Bandura, A. (2002). Social cognitive theory of mass communication. In J. Bryant& D. Zillmann (Eds.), Media Effects: Advances in Theory and Research (pp. 121–154). Mahwah, NJ:
- Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
- Bruce, C.D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
- Brunvand, S. (2010). Best practices for producing video content for teacher education. Contemporary Issues in Technology and Teacher Education, 10(2), 247–256.
- Carver, J., & MacKay, R.C. (1986). Interactive television brings university classes to the home and workplace. Canadian Journal of Educational Communication, 15(1), 19–28.
- Collie, K., Backos, A., Malchiodi, C., & Spiegel, D. (2006). Art therapy for combat-related PTSD: Recommendations for research and practice. Art Therapy, 23, 157–164.
- Cook, M.P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091.
- Hauge, T.E., & Norenes, S.O. (2009). Changing teamwork practices: videopaper as a mediating means for teacher professional development. Technology, Pedagogy and Education, 18(3), 279–297.
- Huss, E. (2009). A case study of Bedouin women’s art in social work. A model of social arts intervention with “traditional” women negotiating Western cultures. Social Work Education, 28, 598–616.
- Karsenti, T., & Collin, S. (2011). The impact of online teaching videos on Canadian pre-service teachers. Campus-Wide Information Systems, 28(3), 195–204.
- Kearney, M., & Schuck, S. (2004). Authentic learning through the use of digital video. In Proceedings of the Australian Computers in Education Conference.
- Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158–1168.
- Lebow, D.G., & Wager, W.W. (1994). Authentic activity as a model for appropriate learning activity: Implications for emerging instructional technologies. Canadian Journal of Educational Communication, 23(3), 231–244.
- Machouf, A., Gauthier, M.-F., Rousseau, C., & Benoit, M. (2009). Dissémination des projets d’expression créatrice pour les enfants immigrants et réfugiés: Le défi du transfert des connaissances et des pratiques. Revue Québécoise de Psychologie, 30, 121–139.
- Maskit, D. (2011). Teachers’ attitudes toward pedagogical changes during various stages of professional development. Teaching and Teacher Education, 27(5), 851–860.
- Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769.
- Montgomerie, T.C. (1987). Facilitating “Extended Campus” graduate education through electronic communication. Canadian Journal of Educational Communication, 16(3), 239–256.
- Roberts, D. (2010). Vicarious learning: A review of the literature. Nurse Education in Practice, 10(1), 13–16.
- Rousseau, C., & Guzder, J. (2008). School-based prevention programs for refugee children. Child and Adolescent Psychiatric Clinics of North America, 17, 533–549.
- Rummel, N., & Spada, H. (2005). Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings. The Journal of the Learning Sciences, 14(2), 201–241.
- Schneider, J.J., King, J.R., Kozdras, D., Minick, V., & Welsh, J.L. (2012). Accelerating reflexivity? An ethno-theater interpretation of a pre-service teacher literacy methods field experience. International Journal of Qualitative Studies in Education, 25(8), 1037–1066.
- Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259–267.
- Stegmann, K., Pilz, F., Siebeck, M., & Fischer, F. (2012). Vicarious learning during simulations: is it more effective than hands-on training? Medical Education, 46(10), 1001–1008.
- Suárez-Orozco, C., Gaytán, F.X., Bang, H.J., Pakes, J., O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46(3), 602–618.
- Tripp, T.R., & Rich, P.J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739.
- Zhang, M., Lundeberg, M., Koehler, M.J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References