期刊名称：Contemporary Issues in Technology and Teacher Education
印刷版ISSN：1528-5804
出版年度：2018
卷号：18
期号：1
页码：149-167
出版社：Association for the Advancement of Computing in Education
摘要：This article presents a study of individual video-based educational sessions with secondary trainee teachers ( N = 30) observing others’ teaching. Within a Peircian semiotic framework, the study was designed to deepen the researchers’ understanding of video-enhanced experience in educational settings beyond the usual research areas of noticing, interpreting and reflecting. Facilitated think-aloud protocols were used, the trainees’ verbalizations were transcribed and the data were coded using semiotic schemes. The analysis revealed eight referentiality items jointly underlying the teachers’ activities of description, interpretation, and evaluation while video observing. The results suggest the need to acknowledge the dimension of referentiality in video observation as a legitimate object of research, instructional design, and facilitation in the field of teacher video-enhanced education, especially during the induction period.
