This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360 videos. This mixed methods study utilized a survey and interviews to ascertain math and science teacher educators' level of familiarity and perceived usefulness of representations of practice. Results indicate that standard video is by far the most used representation of practice in methods classes with three themes explaining this finding: access to representations of practice, dimensions of representation, and pertinacity of using representations. Familiarity with representations of practice relates to teacher educators' perceptions of access thereby indicating a need for teacher educators to have better access to representations. Implications of this study include supporting current literature about the relationship between the level of familiarity and perceived usefulness in media along with the potential need for a central platform that houses these representations of practice resources for teacher educators.
- Award ID(s):
- 1908159
- NSF-PAR ID:
- 10340465
- Date Published:
- Journal Name:
- Contemporary issues in technology and teacher education
- Volume:
- 22
- Issue:
- 1
- ISSN:
- 1528-5804
- Page Range / eLocation ID:
- 60-76
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.
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null (Ed.)One of the most disruptive aspects of 2020 for teacher education, mainly due to COVID, was the loss of field placements for future teachers. Teacher educators attempted to respond to this gap with videos of exemplary practice—something used commonly in teacher education to supplement such field experiences. Teacher educators, however, should have learned about the potential and promise for the use of 360 video for teaching and teacher education. This chapter highlights the research behind the use of 360, also showcasing how it has been used successfully in mathematics teacher education and physical education teacher education. The chapter includes evidence supporting the use of 360 as a dissemination technique and a technology skill needed to be taught to current and future teachers. Finally, evidence is provided to suggest that the use of 360 should be continued even when field placements return fully face-to-face.more » « less
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Abstract The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the
Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in‐service and preservice teachers while watching 360 video.Practitioners notes What is already known about this topic?
Instructional videos are widely used in preservice teacher training.
360 videos show promise for improving preservice teacher professional development in terms of immersion and presence.
What this paper adds?
An instrument for assessing 360 video teacher presence is presented (XRPS), targeting a current gap in the literature.
Data provided evidence of the validity of the tool for future 360 video research and integration.
Implications for practice and/or policy
Practitioners can use XRPS for assessing preservice teachers’ experiences in immersive environments and evaluating 360 videos.
Higher feelings of presence are associated with more focused viewpoints. Therefore, practitioners should support and facilitate this watching behavior.
Higher scores of presence are associated with a perceived sense of agency and emotional attachment. Therefore, 360 videos should include design elements promoting these feelings.
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Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head‐mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K‐12 mathematics and wearing a head‐mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non‐cumulative effect.
Practitioner notes What is already known about this topic
360 videos are increasingly used to support preservice teacher training.
360 videos for teacher education foster immersion, presence, and noticing skills.
What this paper adds
Empirical evidence that 360 videos experienced with head‐mounted display facilitate agency and emotional involvement.
Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.
Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.
Implications for practice and/or policy
Head‐mounted displays show promise as a delivery mode for 360 videos in teacher education.
360 videos should be personalized according to PST career and professional goals.
The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.
More research is needed to evaluate the scalability of this approach in other contexts.
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