A Study Of Video-based Teacher Learning From A Situated Learning Perspective

Teachers’ professionalism is an important factor which influences the quality of education.Only when teachers continuously improve their professionalism can they create high-quality education.However,externally-facilitated teacher training tends to cause problems such as teachers’ insufficient motivation for learning,teachers’ practical needs and learning subject status being neglected and teachers’ difficulty in applying learned theoretical knowledge.How to solve these teachers’ problems is a hot topic in academia.The research in learning sciences is increasingly emphasizing that learners learn in authentic contexts.This study explores the research topic of video-based teacher learning from the theoretical perspective of situated learning and analyzes how video-based teacher learning can introduce authentic learning contexts into teacher professional development activities to support the improvement of teachers’ professionalism with the help of relevant practice and research at home and abroad.Chapter one introduces the background of the study,defines the core concepts,and presents the research design and research significance.Chapter two conducts the literature review and draws out the unique value of this study.Chapter three uses situated learning theory as an entry point to explore the support of classroom video for teacher learning.Chapter four outlines the development of video-based teacher learning.Chapter five uses the four perspectives of learning environments as the analytical framework to analyze the cases of video-based teacher learning from four perspectives: learners,knowledge,assessment,and community and summarizes the ways to use classroom video to promote teacher learning.Chapter six summarizes the study,gives research enlightenment in the context of Chinese teachers’ learning reality and finally reflects on the shortcomings of this study and presents prospects for future research.The study concludes that to use videos to promote teacher learning,it is necessary to(1)establish the idea of teachers as learners,respect the subjectivity and motivation of teachers,actively explore the real learning needs of teachers and activate teachers’ cognition,interest and motivation with the help of classroom videos;(2)provide teachers with diverse learning ways based on classroom videos to meet their individual learning needs;(3)focus on evaluation and feedback,and pay attention to substantive teaching improvement.Classroom videos can be used by multiple parties for evaluation and feedback.Teachers can use classroom video observation tools for their own video analysis and self-evaluation,the way in which instructional coaches and others provide teachers with classroom video feedback and participate in teaching improvement with teachers together is also worthy of attention;(4)build a teacher learning community based on classroom videos and establish a learning culture of collaboration and trust.In the community,in addition to classroom videos,facilitators and guides with experience,common undertakings and tasks for members,and artifacts such as tools and resources to support members in video analysis and task completion all need to be highlighted.