scholarly journals Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers

2017 ◽  
Vol 11 (1) ◽  
pp. 64 ◽  
Author(s):  
Walter M. Geerts ◽  
Henderien W. Steenbeek ◽  
Paul L. C. Van Geert
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Design Pattern ◽  
Design Patterns ◽  
Situated Knowledge ◽  
Video Cases ◽  
Video Footage ◽  
Observation Report ◽  
Form Design ◽  
Practical Experiences

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher’s actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The pre- and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern ‘classroom management’. By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.

scholarly journals Visualising the Development of a Teacher-In-Training into a Beginning Expert

2017 ◽  
Vol 10 (12) ◽  
pp. 1
Author(s):  
Walter M. Geerts ◽  
Henderien W. Steenbeek ◽  
Van Geert Paul L. C.
Keyword(s):  
Design Patterns ◽  
Educational Practice ◽  
Situated Knowledge ◽  
Video Cases ◽  
Training Video ◽  
Current Action ◽  
Course Of Action ◽  
Current Article ◽  
Identity Learning ◽  
A Current

Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers’ challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.

ANALYZING AND IMPROVING WEB APPLICATION QUALITY USING DESIGN PATTERNS

2012 ◽  
Vol 2 (2) ◽  
pp. 112-116
Author(s):  
Shikha Bhatia ◽  
Mr. Harshpreet Singh
Keyword(s):  
Web Application ◽  
Design Pattern ◽  
Design Patterns ◽  
Web Applications ◽  
Past Research ◽  
Software Systems ◽  
Interactive Software ◽  
Web Based ◽  
Software Application ◽  
Execution Speed

With the mounting demand of web applications, a number of issues allied to its quality have came in existence. In the meadow of web applications, it is very thorny to develop high quality web applications. A design pattern is a general repeatable solution to a generally stirring problem in software design. It should be noted that design pattern is not a finished product that can be directly transformed into source code. Rather design pattern is a depiction or template that describes how to find solution of a problem that can be used in many different situations. Past research has shown that design patterns greatly improved the execution speed of a software application. Design pattern are classified as creational design patterns, structural design pattern, behavioral design pattern, etc. MVC design pattern is very productive for architecting interactive software systems and web applications. This design pattern is partition-independent, because it is expressed in terms of an interactive application running in a single address space. We will design and analyze an algorithm by using MVC approach to improve the performance of web based application. The objective of our study will be to reduce one of the major object oriented features i.e. coupling between model and view segments of web based application. The implementation for the same will be done in by using .NET framework.

The neglected role of classroom management in teacher education

2011 ◽  
Vol 22 (2) ◽  
pp. 109-112 ◽  
Author(s):  
Jan van Tartwijk ◽  
Karen Hammerness
Keyword(s):  
Teacher Education ◽  
Classroom Management

scholarly journals Improvement of Mechanical Performance of Bioresorbable Magnesium Alloy Coronary Artery Stents through Stent Pattern Redesign

2018 ◽  
Vol 8 (12) ◽  
pp. 2461 ◽  
Author(s):  
Qian Wang ◽  
Gang Fang ◽  
Ying-Hong Zhao ◽  
Jie Zhou
Keyword(s):  
Magnesium Alloy ◽  
Magnesium Alloys ◽  
Design Pattern ◽  
Design Patterns ◽  
Mechanical Performance ◽  
Three Dimensional ◽  
Stent Design ◽  
Stent Deformation ◽  
Dimensional Finite Element ◽  
Three Dimensional Finite Element

Optimized stent pattern design can effectively enhance the mechanical performance of magnesium alloy stents by adjusting strain distribution and evolution during stent deformation, thereby overcoming the limitations imposed by the intrinsic mechanical properties of magnesium alloys. In the present study, a new stent design pattern for magnesium alloys was proposed and compared to two existing stent design patterns. Measures of the mechanical performance of these three stents, including crimping and expanding deformability, radial scaffolding capacity, radial recoil and bending flexibility, were determined. Three-dimensional finite element (FE) models were built to predict the mechanical performance of the stents with the three design patterns and to assist in understanding the experimental results. The results showed that, overall, the stent with the new design pattern was superior to the stents based on the existing designs, though the expanding capacity of the newly designed stent still needed to be improved.

scholarly journals GERADOR DE CÓDIGOS PARA O DESENVOLVIMENTO DE APLICAÇÕES WEB A PARTIR DA MODELAGEM ENTIDADE-RELACIONAMENTO

e-xacta ◽  
2016 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Cristiano Martins Monteiro ◽  
Flavianne Braga Campos de Lima ◽  
Carlos Renato Storck
Keyword(s):  
Programming Languages ◽  
Code Generation ◽  
Design Pattern ◽  
Design Patterns ◽  
Source Code ◽  
Automatic Generation ◽  
Code Generator ◽  
Routine Tasks ◽  
Entity Relationship ◽  
Web Systems

<p>A geração automática de código-fonte é uma prática adotada no desenvolvimento de softwares para agilizar, facilitar e padronizar a implementação dos projetos. Embora seja uma prática comum nas fábricas de software, não se conhece uma ferramenta que permita escolher o padrão de projeto a ser usado. O objetivo principal deste trabalho é apresentar um gerador de códigos para o desenvolvimento de sistemas Web a partir de uma modelagem entidade-relacionamento, uma linguagem de programação e um padrão de projeto determinados pelo usuário. Os objetivos específicos são propor uma arquitetura do sistema capaz de adequar e reaproveitar diferentes padrões de projeto, linguagens de programação e projetos cadastrados; permitir que o usuário cadastre, altere, exclua, importe e exporte um projeto; e gerar automaticamente o seu código-fonte e scripts de banco de dados. Este trabalho se justifica pela importância de reduzir erros de codificação; e evitar perca tempo ao realizar atividades rotineiras de implementação de padrões de projeto. Possibilitando assim, maior dedicação no planejamento das regras de negócios e redução de custos. A ferramenta proposta (GCER) foi desenvolvida em linguagem Java com o uso banco de dados Oracle 11g, e seguindo os padrões DAO e MVC. Os resultados foram avaliados através da geração e compilação de códigos de um projeto para cadastro de veículos. A geração com êxito evidencia a viabilidade da ferramenta proposta para a geração automática de códigos no processo de desenvolvimento de software.</p><p>Abstract</p><p>The automatic generation of source code is a practice adopted in the development of software to streamline, facilitate and standardize the implementation of projects. Although it be a common practice in software factories, it is not known a tool able to choose the design pattern to be used. The main objective of this paper is to present a code generator for the development of Web systems from an entity-relationship modeling, a programming language and a design pattern determined by the user. The specific objectives are to propose a system architecture able to suit and reuse different design patterns, programming languages and saved projects; allow the user to insert, update, delete, import and export a project; and automatically generate the source code and database scripts. This work is justified by the importance to reduce errors of coding; and to avoid waste of time in the development of Web systems performing routine tasks. Allowing, then, a greater dedication in the planning of business rules and the reduction of costs. The tool proposed (GCER) was developed in Java with the database using Oracle 11g, and following the DAO and MVC patterns. The results were evaluated by generating and compiling codes of a project for vehicle registration. The successful code generation demonstrate the feasibility of the proposed tool for the automatic generation of code in the software development process.</p>

scholarly journals Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education

2020 ◽  
Vol 43 ◽  
pp. e48355
Author(s):  
Solange Franci Raimundo Yaegashi ◽  
Alexandre Shigunov Neto ◽  
Nathália Fafarão Ruiz ◽  
João Luiz Gasparin
Keyword(s):  
Teacher Education ◽  
Human Development ◽  
Social Relations ◽  
Pedagogical Practice ◽  
School Contexts ◽  
The Common ◽  
Practical Experiences ◽  
Main Activity ◽  
Initial Knowledge

The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Examining Design Pattern Strategies as a Means to Achieve Social Presence in the Online Classroom

2015 ◽  
pp. 22-49
Author(s):  
Araminta Matthews ◽  
Robert M. Kitchin Jr.
Keyword(s):  
Social Interaction ◽  
Social Presence ◽  
Design Pattern ◽  
Design Patterns ◽  
Course Design ◽  
Online Courses ◽  
Web Design ◽  
Online Course ◽  
Design Learning ◽  
Potential Benefits

Design patterns have received much attention across multiple design domains where social interaction is a central goal because they have great potential for capturing and sharing design knowledge. Design patterns, design pattern language, and design pattern libraries demonstrate potential benefits to novice and expert online course designers. Trends affecting the growth of online courses and resultant pitfalls negatively affecting students and instructors indicate the need for social presence design. A literature review addresses the importance of social interaction, differentiated design, learning-oriented social networking, and Web design structures in an effort to assuage the experience of isolation reported by the majority of online students. The authors argue that design patterns are a method of overcoming many of these apparent obstacles to quality online course design and learning engagement. Additionally, they present example design patterns to solve specific social interacting problems.

A Trajectory Ontology Design Pattern for Semantic Trajectory Data Warehouses

2019 ◽  
pp. 83-104 ◽  
Author(s):  
Marwa Manaa ◽  
Thouraya Sakouhi ◽  
Jalel Akaichi
Keyword(s):  
Case Studies ◽  
Design Pattern ◽  
Design Patterns ◽  
Domain Knowledge ◽  
Data Warehouses ◽  
Trajectory Data ◽  
Semantic Approach ◽  
Mobility Data ◽  
Ontology Design ◽  
Ontology Design Pattern

Mobility data became an important paradigm for computing performed in various areas. Mobility data is considered as a core revealing the trace of mobile objects displacements. While each area presents a different optic of trajectory, they aim to support mobility data with domain knowledge. Semantic annotations may offer a common model for trajectories. Ontology design patterns seem to be promising solutions to define such trajectory related pattern. They appear more suitable for the annotation of multiperspective data than the only use of ontologies. The trajectory ontology design pattern will be used as a semantic layer for trajectory data warehouses for the sake of analyzing instantaneous behaviors conducted by mobile entities. In this chapter, the authors propose a semantic approach for the semantic modeling of trajectory and trajectory data warehouses based on a trajectory ontology design pattern. They validate the proposal through real case studies dealing with behavior analysis and animal tracking case studies.

Sign in / Sign up

Export Citation Format

Share Document