Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work
The purpose of this study was to investigate how pre-service teachers' understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where pre-service teachers analyzed the teacher-student relation...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2018-07-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/feduc.2018.00054/full |
| _version_ | 1811194639522201600 |
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| author | Pernilla Holmstedt Anders Jönsson Jonas Aspelin |
| author_facet | Pernilla Holmstedt Anders Jönsson Jonas Aspelin |
| author_sort | Pernilla Holmstedt |
| collection | DOAJ |
| description | The purpose of this study was to investigate how pre-service teachers' understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where pre-service teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of pre-service teachers' analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported pre-service teachers' discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modeling the use of criteria may support pre-service teachers' use of the criteria. |
| first_indexed | 2024-04-12T00:30:06Z |
| format | Article |
| id | doaj.art-a0d5702c46e84c399b26f4ce56e9c464 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T00:30:06Z |
| publishDate | 2018-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-a0d5702c46e84c399b26f4ce56e9c4642022-12-22T03:55:23ZengFrontiers Media S.A.Frontiers in Education2504-284X2018-07-01310.3389/feduc.2018.00054384715Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational WorkPernilla HolmstedtAnders JönssonJonas AspelinThe purpose of this study was to investigate how pre-service teachers' understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where pre-service teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of pre-service teachers' analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported pre-service teachers' discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modeling the use of criteria may support pre-service teachers' use of the criteria.https://www.frontiersin.org/article/10.3389/feduc.2018.00054/fullassessmentcriteriapre-service teachersrelational competencytransparency |
| spellingShingle | Pernilla Holmstedt Anders Jönsson Jonas Aspelin Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work Frontiers in Education assessment criteria pre-service teachers relational competency transparency |
| title | Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work |
| title_full | Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work |
| title_fullStr | Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work |
| title_full_unstemmed | Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work |
| title_short | Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work |
| title_sort | learning to see new things using criteria to support pre service teachers discernment in the context of teachers relational work |
| topic | assessment criteria pre-service teachers relational competency transparency |
| url | https://www.frontiersin.org/article/10.3389/feduc.2018.00054/full |
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