How Can a Blended Learning Environment Enhance Job-Related Competencies of In-Service Physical Educators? –Development and Implementation of a Web-Based Video Analysis Service (EQUEL)


Thomas Borchert, Ralf Schloeffel

Abstract

A web-based video analysis service (EQUEL) will be developed with the aim of encouraging in-service physical education (PE) teachers to reflect on their own teaching practice and how they can develop it further. Moodle® will enable their access to a web-based library with short authentic PE video sequences. By using the log files and user data from PE teachers, this database will be scientifically supervised and evaluated. The monitoring is marked by a strong orientation towards the desires of educational policy and practice in the federal state of Brandenburg and will be based on an educational design research (EDR) approach.

Keywords

Reflective practice, blended learning, physical education, education-based research, job-related competencies

Full Text:

PDF

References

Aljets, E. (2015). Der Aufstieg der Empirischen Bildungsforschung. Ein Beitrag zur institutionalistischen Wissenschaftssoziologie. [The rise of the empirical educational research. A contribution to the institutional sociology of science]. Wiesbaden: Springer VS.

Bereiter, C. (2002). Design research for sustained innovation. Cognitive Studies, Bulletin of the Japanese Cognitive Science Society 9(3), 321-327.

Borchert, T. (2015). Empirische Bildungsforschung im Kontext von allgemeiner und spezieller sportlicher Bildung [Empirical Educational Research in the context of general and specialized sports education]. Leipziger Sportwissenschaftliche Beiträge 56 (2), 126-140.

Borchert, T. (2014). Wissenschaftliche Evaluation der Qualität des Schulsports in Brandenburg. Be-funde der Schüler-, Sportlehrer- und Schulleiterbefragung [Scientific evaluation of PE quality in the federal state of Brandenburg. Findings for student, PE teacher and principal survey]. Potsdam: University print.

Borchert, T., Fritzenberg, M. & Schloeffel, R. (in press). Blended Learning im Sportstudium. Zwischen universitärer Persistenz und berufsfeldorientierter Kompetenzentwicklung [Blended Learning in sports studies – Between acedemic persistence and the development of job-related competencies]. E. Balz & P. Neumann. Sportlehrerausbildung heute – Ideen und Innovationen. Aachen: Meyer & Meyer.

Drewicke, E. (2015). Staatliche Fortbildung von Sportlehrkräften – das Beispiel Brandenburg [State Requierments for Pysical Educators’ Continuing Education: Brandenburg as an Example]. Sportunterricht 64(10), 296-299.

Erpenbeck, J. & Sauter, W. (2016). Stoppt die Kompetenzkatastrophe! Wege in eine neue Bildungswelt [Stop the competence catastrophe. Ways into a new educational world]. Berlin: Springer.

Erpenbeck, J., Sauter, S. & Sauter, W. (2015). E-Learning und Blended Learning [E-Learning and Blended Learning]. Heidelberg: Springer Gabler.

Ganz, A. & Reinmann, G. (2007). Blended Learning in der Lehrerfortbildung [Blended learning in teacher training]. Unterrichtswissenschaft. Zeitschrift für Lernforschung, 35(2), 169-191.

Giaimo-Ballard, C. & Hyatt, L. (2012). Reflection-in-Action Teaching Strategies Used by Faculty to Enhance Teaching and Learning. Networks, 14(2), 1-11.

Hattie, J. (2008). Visible learning. A synthesis of over 800 meta-analysis relating to archievement. London: Routledge.

Krammer, K. & Reusser, K. (2005). Unterrichtsvideos als Medium der Aus- und Weiterbildung von Lehrpersonen [Instructional videos as a medium of education and training of teachers]. Beiträge zur Lehrerbildung, 23(1), 35-50.

Kupetz, R. & Ziegenmeyer, B. (2005). Blended Learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCALL, 17(2), 179-196.

LaPrade, K., Gilpatrick, M. & Perkins, D. (2014). Impact of Reflective Practice on Online Teaching Performance in Higher Education. MERLOT Journal of online learning and teaching, 10(4), 625-639.

Luesebrink, I. & Grimminger, E. (2014). Fallorientierte Lehrer- und Lehrerinnenausbildung evaluieren – Überlegungen zur Modellierung reflexiver Kompetenz [Evaluation of case-oriented teacher training – applications for the modeling of reflexive competence.] In I. Pieper, P. Frei, K. Hauenschild & B. Schmidt-Thieme (Hrsg.), Was der Fall ist: Fallarbeit in Bildungsforschung, Lehrerbildung und frühpädagogischen Ausbildungs- und Berufsfeldern (pp. 201–212). Wiesbaden: VS Springer.

McKenney, S., Nieveen, N. & van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Ed.), Educational Design Research (pp. 67-90). New York: Routledge.

Mehl, S. (2011). Internetgestützte Videoanalyse im Rahmen der Schulpraktischen Studien in der Sportlehrerausbildung [Web-based video analysis in the context of teacher training studies in physical education]. Köln: Sportverlag Strauß.

Mehl, S. & Friedrich, G. (2015). Internetgestützte Videoanalyse im Rahmen der Schulpraktischen Studien in der Sportlehrerausbildung [Web-based video analysis in the context of teacher training studies in physical education]. 2015 biennial Conference of the German society of sport science, September 30 – Oktober 2 in Mainz.

Munby, H. (1989). Reflection-in-Action and Reflection-on-Action. Education and Culture, 9(1), 31-41.

Rauschenbach, T. (2015). Umbrüche im Bildungswesen [Radical changes in the educational system]. In W. Schmidt, N. Neuber, T. Rauschenbach, H.P. Brandl-Bredenbeck, J. Süßenbach & C. Breuer (Hrsg.) (2015). Dritter Deutscher Kinder- und Jugendsportbericht. Kinder- und Jugendsport im Umbruch (S. 50–77). Schorndorf: Hofmann.

Reinmann, G. (2005). Innovation ohne Forschung? Ein Plädoyer für den Design-Based Research-Ansatz in der Lehr-Lernforschung [Innovation without research? A plea for the design-based-research approach in the learning research]. Unterrichtswissenschaft, 33(1), 52-69.

Schoen, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Schoen, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. London:

Schwartz, D.L. & Hartman, K. (2007). It’s not Video Anymore: Designing Digital Video for Learning and Assessment. In R. Goldman, R. Pea, B. Barron, and S.J. Derry (Eds.), Video Research in the Learning Sciences (pp. 335-348). New York: Erlbaum.

Sauter, A. & Sauter, W. (2004). Blended Learning – Effiziente Integration von E-Learning und Präsenztraining [Blended Learning – Efficient integration of E-Learning and face-to-face training], 2. überarb. Aufl. Unterschleißheim: Luchterhand.

Serwe-Pandrick, E. (2013). Learning by doing and thinking? Zum Unterrichtsprinzip der reflektierten Praxis” [Learning by Doing and Thinking? The Instructional Principle of “Reflective Practice”]. Sportunterricht, 62(4), 100-106.

Stallions M., Murrill, L. & Earp, L. (2012). Don’t quit now! Crisis, reflection, growth, and renewal for early career teachers. Kappa Delta Pi Record, 48(3), 123-128.

Walker, D. (2006). Toward productive design studies. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Ed.), Educational Design Research (p. 8-14). New York: Routledge.



Categories: 2017, Reflection/Thinking

Tags: , , , ,

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: