ABSTRACT

This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.

摘要

这项研究调查了有意义的事件，这些事件是学生教师从其教学实践的录像中发现的，这些事件被用来改善他们的知识库。使用引导反射程序从爱沙尼亚大学的21名学生教师中收集数据。对有意义的事件和学生老师的反思进行了演绎的定性内容分析。皮尔逊卡方检验用于比较学生教师在反思有意义的事件时交流的实践知识类型的差异。结果表明，录像有助于选择与教学各个方面相关的有意义的事件。此外，反思赋予事件高级理论推理能力，同时思考挑战性事件高级文物：可以指导学生在各种教学情况下采取的行动的知识。因此，本研究为学生教师在教学实践中构建的知识种类提供了有价值的见解。