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Conference Paper: Metaphorical conceptualizations of video viewing experience by student teachers in a teacher development programme

TitleMetaphorical conceptualizations of video viewing experience by student teachers in a teacher development programme
Authors
Leung, JSCChan, KHHe, CT
Issue Date27-Apr-2017
PublisherAmerican Educational Research Association.
Citation
American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 How to Cite?
AbstractThis paper presents a qualitative study investigating the metaphorical conceptualizations of video-viewing experience of science student teachers. Student teachers (STs) created metaphors to represent their experience of viewing their own teaching videos and those of their peers and identified the ideal metaphors for video-viewing. An examination of the metaphors generated illuminated differences in STs’ emotions and stances during their video-viewing experience. Participants tended to hold more negative emotions when viewing their own videos, and more critical of oneself than their peers. From their ideal metaphors, STs were aware of the importance of being emotionally neutral and critical when viewing videos. This study highlights the need of providing STs with emotion scaffolds and developing their critical stance during their video-viewing experience.
DescriptionSession: Seeing Is Believing: Videos and Reflection to Support Preservice Teacher Development
Persistent Identifierhttp://hdl.handle.net/10722/245721

 

DC FieldValueLanguage
dc.contributor.authorLeung, JSC-
dc.contributor.authorChan, KH-
dc.contributor.authorHe, CT-
dc.date.accessioned2017-09-18T02:15:43Z-
dc.date.available2017-09-18T02:15:43Z-
dc.date.issued2017-04-27-
dc.identifier.citationAmerican Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017-
dc.identifier.urihttp://hdl.handle.net/10722/245721-
dc.descriptionSession: Seeing Is Believing: Videos and Reflection to Support Preservice Teacher Development-
dc.description.abstractThis paper presents a qualitative study investigating the metaphorical conceptualizations of video-viewing experience of science student teachers. Student teachers (STs) created metaphors to represent their experience of viewing their own teaching videos and those of their peers and identified the ideal metaphors for video-viewing. An examination of the metaphors generated illuminated differences in STs’ emotions and stances during their video-viewing experience. Participants tended to hold more negative emotions when viewing their own videos, and more critical of oneself than their peers. From their ideal metaphors, STs were aware of the importance of being emotionally neutral and critical when viewing videos. This study highlights the need of providing STs with emotion scaffolds and developing their critical stance during their video-viewing experience.-
dc.languageeng-
dc.publisherAmerican Educational Research Association. -
dc.relation.ispartofAERA (American Educational Research Association) Annual Meeting, 2017-
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.titleMetaphorical conceptualizations of video viewing experience by student teachers in a teacher development programme-
dc.typeConference_Paper-
dc.identifier.emailLeung, JSC: leungscj@hku.hk-
dc.identifier.emailChan, KH: ckhhku@hku.hk-
dc.identifier.emailHe, CT: tracyhe@hku.hk-
dc.identifier.authorityLeung, JSC=rp01760-
dc.identifier.authorityChan, KH=rp02094-
dc.identifier.hkuros278559-
dc.publisher.placeUnited States-

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