Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/108
Title: Developing Pre-Service Teachers’ Professional Vision Through Collaborative Multimedia Artifacts
Authors: Rehak, Andi M.
Gomoll, Andrea S.
Hmelo-Silver, Cindy E.
Danish, Joshua A.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Rehak, A. M., Gomoll, A. S., Hmelo-Silver, C. E., & Danish, J. A. (2016). Developing Pre-Service Teachers’ Professional Vision Through Collaborative Multimedia Artifacts In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: Effective teachers are constantly adapting their classroom practice to best meet students’ needs. However, it is difficult to adapt one’s teaching practices without first noticing the key features of classroom activity. This kind of noticing—professional vision—is a cultivated skill that requires a combination of understanding theory and experience with practice. When theory-practice connections are not strong, teachers tend to fall back on “what works.” Demands to support pre-service teachers in developing stronger theory-practice connections are increasing, yet this remains a challenging goal. The qualitative analysis presented in this paper offers insight into how creation of multimedia artifacts can support pre-service teachers in connecting theory to practice while developing their professional vision. Findings suggest the process of creating and collaboratively refining multimedia artifacts in small groups improves pre-service teachers’ ability to make theory-practice connections and provides opportunity for them to exercise their emerging professional vision.
URI: https://repository.isls.org/handle/1/108
https://dx.doi.org/10.22318/icls2016.19
Appears in Collections:ICSL 2016

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