After the short online courses, fourteen respondents changed their interpretations of a content-focused teaching video¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fourteen respondents changed their interpretations concerning the second video, which depicted a content-focused teacher sidestepping a student’s question. → Henna Vilppu 2019

Evidence¶

Henna Vilppu 2019¶

Henna Vilppu, Ilona Södervik, Liisa Postareff, Mari Murtonen. (2019). The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science. https://doi.org/10.1007/s11251-019-09496-z

q2 · i? · causal · r1

Pre–post analysis of interpretations of a 60-s video in which a teacher ignores a student’s question as off topic. Changes were from a knowledge-transmission view toward a learning-facilitation view, e.g. participant P50 moved to emphasising “an atmosphere wherein the students feel safe to question”.

"After participating in university pedagogy courses, a total of 14 respondents changed their interpretations concerning the second video."

Discussion¶

Related Claims¶

• Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation — related
• The authors argue that analysing interpretations of video situations gives a more reliable view of teachers’ conceptions than self-report Likert questionnaires — related