Abstract
Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.
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This material is based upon work supported by the National Science Foundation under Grant No. 0238385 and by the Eastern New Mexico Center for Teaching Excellence EUIRG grant No. 15691. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies.
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Moreno, R., Ortegano-Layne, L. Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives. Education Tech Research Dev 56, 449–465 (2008). https://doi.org/10.1007/s11423-006-9027-0
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DOI: https://doi.org/10.1007/s11423-006-9027-0