Abstract:
A teaching resource package containing 25 video cases and one guide book are developed for students to understand how to teach students with different learning problems (e.g. students with difficulties in reading or writing or students with poor social skills). By using a case study approach, the videos will start with a case showing the difficulties the character is facing, followed by questions asking students to suggest solutions to the problems. Then different approaches are presented to demonstrate a variety of ways to deal with the case via the video. The aim of this project is to enhance students’ teaching efficacy as well as foster collaboration among the students through discussions on the case, peer observation and comments on viewing the same segment of the video. Evaluation will be done through pre-and post-questionnaires based on Bandura (2006) teaching self- efficacy construct and a focus group interview will be followed. This study provides empirical evidence that technology – in this case, the video library–provided it is designed and implemented appropriately and is closely integrated with the inquiry learning curriculum, can play a significant role in enhancing student self-efficacy and collaborative inquiry of the education community.
Code:
T0168
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Feb 2016
End Date:
31 Mar 2017
Status:
Completed
Result:
The project team tried out video case library approach through the in-service teachers in primary, secondary and special education programme. Results found that a majority of teachers showed interest in the video case library. They reflected that they could gain new insights of how the practicum be conducted during viewing, and they could ask questions and be engaged in learning process with their groupmates. Besides, they found the video case library helpful in improving their instructional strategies of inclusive classrooms. The videos help the in-service teachers to familiarize the environment of the practicum, and discuss the instructional strategies to be tried out in lesson time. It is a starting point for them to discuss and provoke more inquiries in classes. Besides, it was found that use of video case library facilitated the collaborative professional dialogue among student teachers, and they found fruitful during the discussion from different points of view. Finally, it was also found that video case library would help enhancing self-efficacy for preparing the practicum.
Impact:
The project developed 6 video cases which the CD, cases and materials were delivered as a resources package to the teachers. The project team would try deploying this package in teaching and recommend other FEHD departments to use. Hopefully, a proportion of student teacher of undergraduate/ high-diploma/ postgraduate diploma/ master who will be engaged in Field Experience could be benefited in the coming years. To further extend its significance, the project team would explore funding from other sources to expand the videoed lesson database.
Deliverables:
Learning and Teaching Resources or Materials
林絲靖、詹浩洋和何福全 (計劃負責人) (2017)：《學思達融合教育影片個案教材套》，香港，香港教育大學。
Books/ Book Chapters/ Journal Articles/ Conference Papers
Lam, C.S.C., & Ho, F. C. (1 June 2017) ‘Using videos and case studies in a professional special education teacher training course: A Hong Kong experience’ Paper Presented at NIE Redesigning Pedagogy International Conference 2017, Singapore. (No of participants: around 40) (https://repository.eduhk.hk/en/publications/e2ddb0ba-26de-4a3a-a1f5-2653...)
林絲靖、陳詠真和謝嘉欣 (2017，11月)：如何讓老師掌握個別行為計劃訓練技巧之個案分享，論文發表於照顧學習差異研討會，香港教育大學。 (No of participants: around 40) (https://repository.eduhk.hk/en/publications/10f15ba6-3713-4f29-bb25-b4a6...)
Teaching and Learning Resources/ Materials (including online resources)
學思達融合教育影片個案教材套 (https://repository.eduhk.hk/en/publications/fd4423d5-214c-4c8b-9841-42c6...)
Financial Year:
2015-16
Type:
TDG