Supporting Novice Teacher Enactments in the Field Class

Teacher preparation programs at NLU are developing practice-centered approaches to teacher education that entail a core set of teaching practices and intentionally designed field-learning opportunities. One addition to prior practice with this approach is the inclusion of a video coaching context where candidates receive feedback from field supervisors on their teaching videos. This study investigated candidate and supervisor perceptions of the feedback in the video coaching context affords in addition to the traditional contexts of face to face field visits and competency appraisal surveys. The findings point to a unique self-regulatory benefit to the video coaching context. They also suggest the need to carefully prepare teacher candidates and field supervisors to effectively utilize each coaching context to ensure they complement one another to best support teacher candidate learning

An automatic visual analysis system for tennis

This article presents a novel video analysis system for coaching tennis players of all levels, which uses computer vision algorithms to automatically edit and index tennis videos into meaningful annotations. Existing tennis coaching software lacks the ability to automatically index a tennis match into key events, and therefore, a coach who uses existing software is burdened with time-consuming manual video editing. This work aims to explore the effectiveness of a system to automatically detect tennis events. A secondary aim of this work is to explore the bene- fits coaches experience in using an event retrieval system to retrieve the automatically indexed events. It was found that automatic event detection can significantly improve the experience of using video feedback as part of an instructional coaching session. In addition to the automatic detection of key tennis events, player and ball movements are automati- cally tracked throughout an entire match and this wealth of data allows users to find interesting patterns in play. Player and ball movement information are integrated with the automatically detected tennis events, and coaches can query the data to retrieve relevant key points during a match or analyse player patterns that need attention. This coaching software system allows coaches to build advanced queries, which cannot be facilitated with existing video coaching solutions, without tedious manual indexing. This article proves that the event detection algorithms in this work can detect the main events in tennis with an average precision and recall of 0.84 and 0.86, respectively, and can typically eliminate man- ual indexing of key tennis events

ReflAct:Formative assessment for teacher reflection in video-coaching settings

Video coaching appears to be a promising approach for teachers' professional development, but is not automatically productive. To our knowledge, there are no tools to help coaches to formatively assess the quality of reflective talk. Such a tool is needed to help coaches realize the potential of reflective video coaching conversations. Key features of a minimally viable prototype were explored through a mixed-methods proof-of-concept study, focusing on (perceptions of) added value, compatibility, clarity, and tolerance. A total of 17 participants with insight into teachers' reflective practices participated in an online study. Data were collected through think-aloud protocols, interviews, surveys, and use logs. Findings showed modest, yet concrete evidence that a tool would be viable and is worth developing further. First, users indicated that it could add value in terms of development and calibration that outweighed the associated costs. Second, the tool was deemed compatible with improvement needs, though respondents pointed out that attention should be paid to user differences, and to strengthening familiarization opportunities. Third, seven sub-factors require explanation to increase the tool's clarity. Finally, the tool appeared tolerant of various modalities of use, but reasoning about the nature of reflective conversations requires support. Together, the results yield quality criteria that can be used for further development and evaluation, and the findings extend current theory on the collaborative learning and reflection of (pre- and in-service) teacher educators. Overall, this study illustrates how digital technology can facilitate operationalization of ambiguous processes like reflective talk, and highlights the importance of attending to the implementation early on

PERAN REFLEKSI DIRI DAN VIDEO COACHING DALAM PENGEMBANGAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK) GURU BIOLOGI SMP PADA MATERI SISTEM PERNAPASAN MANUSIA

Tujuan dari penelitian ini adalah untuk menguji pengunaan rekaman video pembelajaran dan video coaching dalam memfasilitasi refleksi diri guru guna mengembangkan PCK guru biologi SMP pada materi sistem pernapasan manusia. Partisipan pada penelitian ini adalah empat orang guru biologi yang tengah terlibat dalam program Lesson Study di kabupaten Sumedang, Jawa Barat. Partisipan dipilih berdasarkan pada kesamaan materi pembelajaran yang didokumentasikan dalam bentuk rekaman video selama mengikuti kegiatan Lesson study pada sesi Open Class yang mereka telah lakukan. Pada penelitian ini partisipan terlibat dalam dua kegiatan. Pertama, partisipan melakukan refleksi diri dengan menganalisis rekaman video pembelajaran yang telah mereka lakukan sebelumnya. Kedua, partisipan dilibatkan dalam kegiatan pelatihan berbentuk video coaching yang berisi materi-materi pengembangan PCK guru. Perkembangan PCK guru selama mengikuti kedua kegiatan diungkap menggunakan instrumen CoRe. Hasil penelitian ini memperlihatkan bahwa dengan melakukan refleksi diri menggunakan rekaman video pembelajaran yang telah mereka lakukan sebelumnya, guru-guru dapat menyadari kelebihan dan kelemahan kegiatan pembelajaran yang mereka lakukan dan memiliki ide-ide baru yang berbeda untuk perbaikan kegiatan pembelajaran di masa yang akan datang. Kemudian melalui video coaching, guru-guru memperoleh tambahan informasi dan masukan mengenai pertimbangan-pertimbangan dan keputusan pedagogis yang harus dilakukan dalam melakukan kegiatan pembelajaran. Hal tersebut terlihat dari perubahan pernyataan jawaban dalam menjawab instrumen CoRe. Kata kunci: Pedagogical Content Knowledge (PCK), refleksi diri guru biologi, video coaching The objective of the study is to examine the use of video recording of the lesson and video coaching to facilitate teacher self-reflection in order to develop teacher’s PCK in teaching human respiration system for junior high school level. The participants of the study consist of four biology teachers who have been enrolling Lesson study program in Sumedang, West Java. The participants were chosen based on the similarity of the teaching material that was documented during their open lesson session, which is human respiration system. In this study the participants involved in two activities. First, the participants conduct self-reflection analysis of their own teaching video. Second, the participants are involved in video coaching session. The video used for coaching consist of some information for teacher’s PCK development. The development of teacher’s PCK during the study was assessed by using CoRe instrument. The results of the study indicated that conducting self-analysis of their teaching made the teachers realizing the strengths and weaknesses of their teaching session and let them have new ideas for improving their teaching in the future. Through video coaching, the teachers got more information about some considerations and pedagogical decisions that must be made during their teaching. Those things can be seen from the change of their answers of the CoRe instrument. Keywords: Pedagogical Content Knowledge (PCK), biology teacher self-reflection, video coachin

The effectiveness of interventions targeting physical activity and/or sedentary behaviour in people with Multiple Sclerosis: a systematic review

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AUGMENTED VIDEO COACHING, QUALITATIVE ANALYSIS AND POSTPRODUCTION USING OPEN SOURCE SOFTWARE

This study investigated the feasibility of using open source software (OSS) to provide augmented video coaching, qualitative analysis and media post-production which are tasks associated with professional coaching/scholarly activities. Utilised test equipment consisted of two video cameras, iPad, Mac-mini, two PC laptops and two desktops of various specifications. Free OSS were selected based on the possibility they could achieve the tasks. Testing occurred over a period of seven years. Critical analysis included OSS functionality mapping to the selected tasks and surrounding activities associated with media post-production. Instructional guidelines and their on-line links for the target audience were developed with the use of OSS VirtualDub, LongoMatch, Kinovea, VLC media player. The utilisation of OSS is feasible for coaching/scholarly activities

Lessons learnt from case studies : TOOLBOX OF KNOWLEDGE, EXPERIENCES AND GOOD PRACTICES. Outcome of the TRACKs project

The project Transition Children and Kindergarten (TRACKs) is funded by the Erasmus+ European program and it is carried out in partnership with different institutions in three partner countries: Poland, Italy and Belgium. The University institutions are the Jagiellonian University of Krakow in Poland, the University of Bologna in Italy, and the University of Ghent in Belgium. Other local educational organizations collaborating are Artevelde University College in Belgium, the Komensky Institute in Poland, and the Cooperativa Assistenza Disabili Infermi Anziani Infanzia (CADIAI) in Italy. The purpose of our project is to focus on the voices of practitioners \u2013 such as Early Childhood Education and Care (ECEC) professionals currently working with children aged 1 to 6 years old \u2013 and future ECEC professionals, such as early years educators and pre-school teachers still in training. The project\u2019s foundation rests on the dynamic exchange of knowledge and practice between the two target groups in the three countries involved in the project. This transnational exchange between the ECEC professionals across the three European Member States is intended to improve quality of learning, assuming that the international contexts can feed into each other, exchange solutions and practices and respond to shared challenges. A further essential purpose of the project is providing high quality learning opportunities and nurturing environments for all children, especially those coming from multiply marginalized backgrounds, and those that are experiencing social inequalities, poverty and racism. Drawing on the method of video-coaching and video-analysis, the project encourages high-quality interaction of ECEC professionals with children (Fukkink & Lont, 2007; Fukkink & Tavecchio, 2010; Fukkink, Trienekens & Kramer, 2010). The research teams and professionals from the different countries observe the video recordings collectively, or in one-to-one sessions, and reflect on the interactions between professionals and children and among children. This report will shed light on the contextual conditions where such tools and methods were implemented and how. The purpose is to show how the video-coaching methodology can be implemented in different ways in relation to diverse contexts (\u2018no one model fits all\u2019). This will also facilitate reflection by trainers/pedagogical leaders/coordinators who might want to use this methodology in their services/with their teams on how to develop context-appropriate procedures and tools that make it relevant to the settings/professionals within which/with whom they are working

Coaching and Embedding in Early Childhood

Coaching and embedding has become an increasingly popular service delivery model in early childhood and has led to higher developmental outcomes for children and increased caregiver confidence and competence in working with their children with delays or disabilities. Coaching and embedding is an evidence based practice and considered a recommended practice by the Division for Early Childhood of the Council for Exceptional Children as a service delivery model for early intervention. Coaching involves many strategies and can be delivered through a variety of modalities including in-person or virtual services. This project includes a review of literature on coaching and embedding in early childhood, development of three coaching videos, a summary reflection on the process for developing coaching videos and next steps for implementation with families, and the outcomes of early intervention. Key words: early intervention, coaching, embeddin

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, and Feedback

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) High Leverage Practices (HLPs) of Instruction, Collaboration, and Assessment (McLeskey et al., 2017), this article will look behind the virtual lens to uncover how SSEPs faculty can support interns using a developmental and scaffolded approach