Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 550400
Title Using 360-degree videos in teacher education to improve preservice teachers' professional interpersonal vision
Author(s) Theelen, Hanneke; Beemt, Antoine van den; Brok, Perry den
Source Journal of Computer Assisted Learning 35 (2019)5. - ISSN 0266-4909 - p. 582 - 594.
DOI https://doi.org/10.1111/jcal.12361
Department(s) Education and Learning Sciences
Publication type Refereed Article in a scientific journal
Publication year 2019
Keyword(s) 360-degree videos - affordances - computer-based classroom simulation - tags - teacher education
Abstract

Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed-method study about a classroom simulation using 360-degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360-degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory-based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360-degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events.

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