Collective Variation in Experience of Video-review for Reflective Self-evaluation in Undergraduate Ballet Education Course
A Phenomenographic Perspective / Kolektivne varijacije u percepciji videorevizije kao refleksivne samoprocjene u preddiplomskom kolegiju Baleta: fenomenografska perspektiva
Bibliographic Data
| ID | 20244456 |
|---|---|
| Authors | Tina Zubovic (0000-0001-7536-4958, Royal Academy of Fine Arts, corresponding author) |
| Year | 2022 |
| Volume | 23 |
| Publication date | 2022-01-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje (JOURNAL) |
| Journal identifiers | ISSN: 1848-5189 • E-ISSN: 1848-5197 |
| Publisher | Faculty of Teacher Education, University of Zagreb (PUBLISHER • HR) |
| DOI | 10.15516/cje.v23i0.4358 |
| OpenAlex | W4386236876 |
| Language | EN |
| References cited | 22 |
Fostering reflective thinking among students pursuing a career as dance educators is an important task, the one contributing to student-teachers’ professional development. This study analyses video-review as a technology-enabled self-reflection mechanism and trainee teachers’ perceptions of it. The research focuses on prospective educators enrolled in a ballet teacher preparation programme in a higher education institution in the UK. The outcomes of this investigation are categories of description which capture qualitatively different ways of how student-teachers understand the phenomenon under the investigation. This study provides educators and designers of courses in ballet training and education with useful conclusions and detailed understanding of video-review, including the role that this technology-enhanced learning (TEL) experience has in encouraging student reflective thinking and transformative learning.Key words: dance; self-reflection; technology-enhanced learning; video-review --- Poticanje refleksije studenata koji žele ostvariti karijeru plesnih edukatora važna je zadaća, ona koja doprinosi profesionalnom razvoju studenata/budućih učitelja. Ova studija analizira videoreviziju kao tehnologijom potpomognuti mehanizam samorefleksije i percepciju toga mehanizma budućih učitelja. Istraživanje se fokusiralo na buduće edukatore upisane u program obrazovanja baletnih učitelja na institucijama visokoga obrazovanja u Ujedinjenom Kraljevstvu. Ishodi ovoga istraživanja su kategorije opisa koje obuhvaćaju kvalitativno različite načine na koje studenti-učitelji razumiju istraživani fenomen. Ova studija pruža edukatorima i tvorcima baletnoga školovanja korisne zaključke i detaljno razumijevanje videorevizije, uključujući ulogu koju ovakvo iskustvo tehnologijom potpomognutoga učenja (TPU) ima u poticanju studenata na refleksiju i transformaciju učenja.Ključne riječi: autorefleksija; ples; tehnologijom potpomognuto učenje; videorevizija
Art · Ballet · Dance · Humanities · Pedagogy · Phenomenography · Sociology · Transformative learning · Visual arts · Diverse Music Education Insights · Psychology
Testing Times
Transforming Teaching Practice
The reflective practitioner
Formative assessment and feedback
Using video annotation to reflect on and evaluate physical education pre-service teaching practice
Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts
Using digital technology to enhance student engagement in physical education
What do inventories of students' learning processes really measure? A theoretical review and clarification
Phenomenography
Pedagogical practices of reflection in tertiary dance education
Elaborating a model of teacher professional growth
Reflection as a visible outcome for preservice teachers
Developing student autonomy in learning
Call—past, present and future
Perspectives on Alternative Assessment Reform
Differences in Understanding and the Use of Reflective Variation in Reading
The Concepts and Methods of Phenomenographic Research
Phenomenography ? Describing conceptions of the world around us
On Qualitative Differences in Learning
Achieving Empathy and Engagement
Reflective learning in higher education
Effective Reflective Practice
| Highly cited | No |
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