360°-Video Reflection in Teacher Education: A case study
ISBN
978-989-8704-33-7
Type
book section
Date Issued
2021-10
Author(s)
Editor(s)
Sampson, Demetrios G.
Ifenthaler, Dirk
Isaías, Pedro
Abstract (De)
360°(degree-)-videos inherit interesting potentials for teaching competence development. Reflecting on personal teaching performance from multiple perspectives potentially increases the depth in situated reflection and provides new learning insights for pre-service teachers. In this light, this paper describes a case study conducted at the University of St.Gallen where 360°-videos were used for reflection on personal performance of pre-service teachers in order to clarify, whether they add value to reflective observations compared to classical video recordings. Key findings are that (I): 360°-videos can
add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student- interactions and to reflect upon personal teaching performance from multiple perspectives.
add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student- interactions and to reflect upon personal teaching performance from multiple perspectives.
Language
English
HSG Classification
contribution to education
HSG Profile Area
SoM - Business Innovation
Book title
PROCEEDINGS OF THE 18th INTERNATIONAL CONFERENCE on COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2021)
Start page
19
End page
27
Official URL
Subject(s)
Division(s)
Contact Email Address
eric.tarantini@unisg.ch
Eprints ID
264867
File(s)![Thumbnail Image]()
Name
Paper_Case_Study_Tarantini_CELDA_2021.pdf
Size
526.38 KB
Format
Adobe PDF
Checksum (MD5)
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