François Victor Tochon
University of Wisconsin-Madison
Abstract: This article surveys the role of video feedback
in light of a new, integrated concept in teacher education called
education research. Since the days of microteaching, practices
involving video feedback have been clustered under three headings:
(1) stimulated recall, for the recall of past thought; (2)
clinical objectification, for working on present, emerging metacognitions; and (3) shared reflection, for the stimulation of
video study groups. This article shows how shared reflection was
stimulated during language-teacher education, to link theory with
practice. Situations were created that allowed for reflective
practice on the semiosis of action. The concept of education
research arose out of a constructivist approach. The article
presents experiences in a course that was organized to allow
groups to work cooperatively and share their professional
reflections. Through its ease of use and practicality, digital
video allowed for fast turnaround in editing to support active
reflection on practices within the groups involved.
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Nancy Stockall
University of Arkansas
Abstract: In this article I attempt to illuminate the power
of video recording to elicit the thinking of teachers as they
reflect upon their teaching practices. This theoretical piece
draws upon the work of Wiley (1994), who identified the internal
conversation as a critical feature of the semiotic self. The
internal conversation as re-presented in self-talk, and public
conversation as re-presented in mediated talk, is important to the
reconstruction of the Self. Using illustrative examples from field
observations, one teacher's internal conversation of reflectivity
is analyzed, and practical implications for sup porting the
reconstruction of the Self are discussed.
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Caroline Gwyn-Paquette
University of Sherbrooke
Abstract: Signs of collaborative reflection among
preservice teachers who are learning to use cooperative learning
activities in their classrooms during their practicum through
video-stimulated discussion are the object of this paper.
Classroom practice was video taped to serve as a basis for
supervisory feed back and shared reflections during video study
groups. The verbatim transcript of a video study group encounter
was examined through thematic analysis based on constant
comparison. The preservice teachers were able to plan and carry
out a number of different cooperative learning activities with
their students. They ex changed ideas and ways of im proving their
activities during the video study group, co-constructing their
practical knowledge of cooperative learning.
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Philippe Chaussecourte
University of Paris X-Nanterre
Abstract: This paper is based on the analysis of the video
recording of a French seventh-grade mathematics class. My analysis
bears on two specific episodes, when two pupils - a boy, then a
girl - successively go to the board and correct an exercise. My
methodology is a psycho analytically oriented clinical approach
enriched with a micro-analytical description of the behaviors of
the teacher and his pupils. The presentation of my results will
bear on charts correlating time with verbal and nonverbal
interactions. My conclusion will underline the limitations and
promises of this instrumental support of the analytical process,
and will relate to the use of applied semiotics in education.
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Karin Steiner Bell and Howard A. Smith
Queen's University
Abstract: To support research indicating that individuals
with autism lack a theory of mind, an instructional videotape was
created to make explicit the principles and signs associated with
belief-desire psychology that most children learn implicitly. The
purposes in offering the videotape to children with autism were to
stimulate an interest in other people, teach the analogy that
thoughts and feelings are like pictures in the mind, promote the
learning of situationally-appropriate signs, and offer examples
from daily life on predicting other people's thoughts and
feelings. The results of an intervention with six-year-old Pe ter
suggest that situational signs can be learned, given time and
practice, and that the lessons can be applied to similar yet novel
tasks requiring the use of theory of mind skills.
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Pierre Trudel
University of Ottawa
Wade Gilbert
California State University, Fresno
François Victor Tochon
University of Wisconsin-Madison
Abstract: The purpose of this article is to share our
reflections on the use of video in sport pedagogy research. In the
first part of the article we present, based on fifteen years of re
search, the evolution of how we have used video in our
investigations. Four moments in our evolution are identified.
First, video was used as an instrument to record and describe the
behaviors of the actors (i.e., coaches, players, and referees).
Second, videotaped segments were edited to create videotapes that
were shown to the actors, who
were then asked to discuss their perceptions of events. Third,
video was used as the main vehicle to provide coaches with
didactic and pedagogic material as a training strategy. Fourth,
video was included in an adapted version of stimulated recall in
ter viewing to investigate the cognitive aspect of coaching. In
the second part of the article we demonstrate how semiotics can be
used as a framework to interpret ice hockey coaching. In the third
and final part of the article we discuss the unexpected learning
experienced by the coaches in our studies. The next step in the
evolution of video use in our research is to bring the
participants closer to the role of partners. By working in a
partnership toward shared re flection for change, the needs of all
par ties can be met through the re search enterprise.
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Chrysoula K.E. Fantaousakis
Kean University
Abstract: This article examines the communicative
effectiveness of content presented in the audiovisual mode of
discourse. Ninety children (forty-five boys and forty-five girls)
viewed, individually, four scenes from an audiovisual cartoon in
three grade levels: pre-kindergarten, kindergarten, and second
grade. These children at tend schools for the academically gifted
in Manhattan, New York. To determine the children's level of
interpretation and the thematic continuity in their narrative
account, focused and unfocused interviews were used to engage the
children. The results showed developmental, experiential, and
textual variations and suggest that children were actively engaged
in the construction of meaning. Also, narrative viewing
competencies as a cultural practice are based on the fine-tuning
between external-communicative and internal psychological
processes.
This article questions the value placed on the audio visual mode
of communication and addresses its power to organize and present
cultural knowledge. It examines the pedagogical potentialities
inherent in the dynamic symbolism of pictorial language and
promotes the integration of audiovisual means in academic
discourse. Audiovisual narrative forms can be used to
contextualize verbal language (spoken or written), to make
abstract content more accessible and socially relevant, and
thereby to facilitate young learners' comprehension of abstract
concepts in academic discourse. In addition, to use effectively
the dynamic symbolism of pictorial language, educators must
prepare young learners to "read" critically this
medium's textual flow of content.
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Stanton Wortham
University of Pennsylvania
Abstract: This paper examines the relationship between
verbal and visual semiotic cues by analyzing how semiotic cues
position speakers interactionally and communicate implicit
evaluative messages in one television news story. The paper
summarizes an analysis of this news story that my collaborator and
I have done based solely on verbal cues (Wortham & Locher,
1996). Then the paper analyzes the visual cues that accompany this
television news report. The research question is: Do the visual
cues contribute to the interactional positioning accomplished by
the verbal cues? The analysis shows that visual cues in this case
both reinforce the interactional positioning that gets done by
verbal cues and create a pattern of interactional positioning that
is independent of the verbal cues.
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