Table 4 - uploaded by Rachel Gurvitch
Content may be subject to copyright.
Context in source publication
Context 1
... or negative examples. Two of researchers (physical education teacher educators) noticed that 85% of the edited clips contained incidents that represented generally positive teaching examples from their lessons (Table 4). This phenomenon was supported by evidence from participants' written reflections. ...
Similar publications
Sighted and blind and low vision (BLV) creators alike use videos to communicate with broad audiences. Yet, video editing remains inaccessible to BLV creators. Our formative study revealed that current video editing tools make it difficult to access the visual content, assess the visual quality, and efficiently navigate the timeline. We present AVsc...
Text-to-image (T2I) diffusion models achieve state-of-the-art results in image synthesis and editing. However, leveraging such pretrained models for video editing is considered a major challenge. Many existing works attempt to enforce temporal consistency in the edited video through explicit correspondence mechanisms, either in pixel space or betwe...
Citations
... With the exponential growth of digital content creation, video editing has become indispensable for various purposes, including filmmaking [1,2], advertising [3,4], education [5,6], and social media [7,8]. This task presents significant challenges, primarily in preserving the integrity of the original video, accurately executing user instructions, and maintaining consistent editing quality over time and space. ...
Video editing stands as a cornerstone of digital media, from entertainment and education to professional communication. However, previous methods often overlook the necessity of comprehensively understanding both global and local contexts, leading to inaccurate and inconsistency edits in the spatiotemporal dimension, especially for long videos. In this paper, we introduce VIA, a unified spatiotemporal VIdeo Adaptation framework for global and local video editing, pushing the limits of consistently editing minute-long videos. First, to ensure local consistency within individual frames, the foundation of VIA is a novel test-time editing adaptation method, which adapts a pre-trained image editing model for improving consistency between potential editing directions and the text instruction, and adapts masked latent variables for precise local control. Furthermore, to maintain global consistency over the video sequence, we introduce spatiotemporal adaptation that adapts consistent attention variables in key frames and strategically applies them across the whole sequence to realize the editing effects. Extensive experiments demonstrate that, compared to baseline methods, our VIA approach produces edits that are more faithful to the source videos, more coherent in the spatiotemporal context, and more precise in local control. More importantly, we show that VIA can achieve consistent long video editing in minutes, unlocking the potentials for advanced video editing tasks over long video sequences.
... When no observational guidance is provided, it was found that pre-service teachers often focus on the behaviors of the teacher and that the pre-service teachers had very subjective interpretations of these behaviors (Levin, Hammer, & Coffey, 2009;Sandoval, Deneroff, & Franke, 2002;Yang et al., 2021). Calandra, Gurvitch, and Lund (2008) found that without guidance, pre-service teachers often wrote low-level, playby-play descriptions of what was taking place in the classroom; they did not identify specific instructional techniques used by the teacher and, therefore, could not extend their thinking to match a teacher's instructional moves with student responses and actions. ...
Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.
... At the same time, for the teacher education students who participated in Koni and Lepp's (2021) study, for example, watching their lesson videos and reflecting on what they saw helped them get to know themselves as a teacher and enabled them to analyze their body language and speech in class, whereas less was noticed regarding the pupils. Likewise, in previous studies (e.g., Calandra et al., 2008;Leijen et al., 2014;M. G. Sherin & Han, 2004;M. ...
Video-supported reflection supports the professional development of student teachers and is a natural part of teacher education. The study aims to find out teacher education students’ opinions about recording their teaching and analyzing it, to describe the experiences of recording and analyzing the videos, and to systematize their main areas of learning and development. Based on this, future video-based analysis tasks in teacher training could be planned more effectively. One hundred thirty-six teacher education students carrying out their teaching practicum participated in the study. Data was collected via a questionnaire after the teaching practicum (practical teaching course). The answers to the open questions were analyzed using the qualitative content analysis method, and the results of the answers to the closed questions are described using frequency indicators. The results show that the teacher education students who participated in the study expressed neutral opinions and positive expectations, as well as hesitation, uncertainty, discomfort, and fear before the first-time recording of their lesson and its analysis. For most of the study participants, the experience of recording and analyzing their lesson and observing a fellow student’s lesson video was helpful and increased their self-confidence. The discussion highlights the possibilities of making the experience of video reflection more supportive and useful for teacher education students.
... to evaluate their instructional strengths and weaknesses, consider strategies for improvement, and develop proficiency as a teacher-leader (Calandra et al., 2008;Nagro et al., 2017). When feedback is only given via external evaluation, preservice teachers start to see it as an enactment of supervisory control (Baecher et al., 2013). ...
... A foundational study by Calandra et al. (2008) explored if preservice teachers could transition from reflective awareness to improvement. Calandra et al. (2008) found that student teachers used reflection techniques to recognize classroom elements; however, only with guidance were they able to move to marked skill improvement. ...
... A foundational study by Calandra et al. (2008) explored if preservice teachers could transition from reflective awareness to improvement. Calandra et al. (2008) found that student teachers used reflection techniques to recognize classroom elements; however, only with guidance were they able to move to marked skill improvement. Without direction, candidates were more likely to focus on narrative descriptions and feelings (Calandra et al., 2008). ...
The purpose of this hermeneutic phenomenological study was to explore preservice teachers’ experiences with video observations at Central University. The theory guiding this study was Bandura’s self-efficacy theory as it provides insights into the internal and external factors that affect an individual’s perception of their capabilities. Self-efficacy is a critical component and goal of field experience observations. The central research question for this hermeneutic phenomenological study was: What are preservice teachers’ attitudes and experiences using video annotation software during field experience? The study was divided into two phases: individual interviews with preservice teachers, audio-visual elicitation interviews, a letter-writing activity, and qualitative data aggregation. Four themes were derived from the participants’ experiences: (a) streamlined reflection, (b) digital detachment, (c) the supervisor variable, and (d) program components’ effect on self-efficacy. Interpretations of the themes included four significant interpretations: (a) video annotation software improves reflection capabilities and personal agency, (b) video annotation software is a field supervision tool, not replacement, (c) convenient but not complete: video annotation software asynchronous communication is not enough, and (d) expectations and structure matter.
... Reflection fosters in pre-service teachers a sense of ownership of learning and helps them become aware of their own growth as teachers (Niemi et al., 2016). It encourages them to re-examine their assumptions and refine their thinking about pedagogy (Calandra et al., 2008). It also plays a crucial role in helping them become conscious about the undertakings of teaching so that they can critically examine their practice for improvement (e.g. ...
The current generation of children must grow up with different competencies to thrive in this highly complex and interconnected world. Amongst others, we need to equip them with twenty-first century skills that include curiosity, self-direction, creativity, innovation, and an inquiring mindset. We are short-changing our children if we teach them the way we were taught. In this era, education must emphasise discovery and facilitate inquiry and problem-solving, and learning should be self-directed and collaborative, as well as meaningful and transferable. From this perspective, teacher education cannot be about teacher training. It must be about developing professional leaders in the field of education. Drawing from Singapore’s experience of preparing teachers for the twenty-first century, this paper will touch on the four pillars of teacher education in the recent development of the Nanyang Technological University-National Institute of Education Teaching Scholars Programme, the enhanced Bachelor of Arts/Science (Education), and the 16-month Postgraduate Diploma in Education Programmes. The four pillars are deepening professionalism, strengthening practice, broadening pedagogies, and developing perspectives. In essence, the paper will focus on developing thinking professionals through (1) ownership of learning and inquiry that deepen professionalism; (2) reflective practice and focused conversations that strengthen teaching competencies and crystallise teacher identity; (3) pedagogical innovations and technology-enabled learning that develop facilitators of learning and architects of learning environment; and (4) a three-pronged approach of the ‘community as
coach’, the ‘industry as partner’, and the ‘world as our classroom’ that facilitates a worldview and fosters new ways of thinking.
... Replacing traditional teacher instructions with computer simulations of video games can improve the overall learning process and contribute to better student outcomes and influence their higher activity during class (Rutten et al., 2012). Camcorders, videos, projectors, etc. have been used by teachers in gyms for a long time (Calendra et al., 2008;Blomqvist et al., 2000;Darden & Shimon, 2000;Finkenberg et al., 2005), and too few include more modern and interesting digital video games in their lessons, which could significantly improve the efficiency of teaching. The literature search revealed a small number of studies that use digital technologies for educational purposes (Denisova & Cook, 2019;Gibbs et al., 2016). ...
This study examined the effects of using digital placebo video games in the gym while teaching gymnastics elements on the amount and level of activity intensity of elementary school students. One hundred thirty-two first triade students (70 girls) were included in the study, of whom 72 (age = 7.6 ± 0.96) participated in an experimental teaching program (EXP) using digital placebo games and 60 (age = 7.5 ± 0.91) participated in the control group (CON) in which traditional physical education continued to be taught. Three artistic gymnastic elements were taught: Forward roll, backward roll, and cartwheel. The results of the nonparametric Mann-Whitney test showed statistically significant differences between the groups (EXP vs. CON) in light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) for all three gymnastic elements (forward roll: LPA: p < 0.001, MVPA: p < 0.001; backward roll: LPA: p < 0.001, MVPA: p < 0.001; cartwheel: LPA: p < 0.001; MVPA: p < 0.001). There were no statistically significant differences between groups in any gymnastics elements in vigorous physical activity (VPA); forward roll: p = 0.354; backward roll: p = 0.251; cartwheel: p = 0.427. The results demonstrate the effectiveness of integrating digital placebo games into physical education classes to improve the amount of LPA and MVPA when teaching gymnastics elements in the first triad.
... In addition, Derry et al (2010) revealed that videos are effective for learning the teaching and learning process. Another research result revealed by Calandra, et al (2008) is that video is also effective in promoting reflective learning of pre-service teachers. Then Anggraeni (Anggraeni, 2010) revealed that the use of video media is more practical and stimulates the active participation of students in achieving service targets. ...
The research aims to develop short movies as a medium for learning micro counseling. The short movies developed illustrate the basic skills of counseling through scenes from the counselor and the counselee. The short film consists of three parts: a short movie entitled Pulih, a short movie review, and a short movie entitled 'Do's and Don'ts'. The research uses a quantitative research approach with research and development methods. The research was carried out in four stages: the preliminary stage, the planning stage, the implementation stage, and the result formulation stage. The data were obtained through the assessments given by experts and prospective users which were analyzed descriptively. The results showed that the product developed was feasible to be used as a micro counseling learning medium.
... No descriptive language Using the seven levels in Sparks-Langer et al.'s framework, Calandra et al. (2008) coded the written refections of ten physical education teacher candidates before and after three learning cycles. They noticed a general increase in the participants' refective thinking ability as indicated by the levels of refection they attained according to the assessment framework. ...
This dedicated chapter digs into reflection as a common but tricky assessment for experiential learning, particularly as evidence for higher-order thinking processes before, during, and after an experiential learning activity. Drawing from prominent interdisciplinary studies on reflection as a practice, this chapter explores this complex topic and breaks it down from the perspectives of students, teachers, and institutions, before expanding into its sociocultural nuances and reflection literacy, the understanding of which is the keys to authentic and meaningful reflection in the context of education. The chapter also offers important principles for designing impactful reflective assessments and lays the foundation for a later discussion on ethics.
... No descriptive language Using the seven levels in Sparks-Langer et al.'s framework, Calandra et al. (2008) coded the written refections of ten physical education teacher candidates before and after three learning cycles. They noticed a general increase in the participants' refective thinking ability as indicated by the levels of refection they attained according to the assessment framework. ...
... No descriptive language Using the seven levels in Sparks-Langer et al.'s framework, Calandra et al. (2008) coded the written refections of ten physical education teacher candidates before and after three learning cycles. They noticed a general increase in the participants' refective thinking ability as indicated by the levels of refection they attained according to the assessment framework. ...
