Métricas alternativas
Métrica
Palabras clave
initial teacher training
in-service teacher training
digital video
video annotation Formación del personal docente
Formación inicial de docentes
Formación de docentes en activo
video digital
anotaciones de videos
Cómo citar
Resumen
Existe una tradición en el uso de video digitales en la formación del profesorado donde las anotaciones de vídeo son una tecnología emergente que ofrece un uso más activo a los vídeos disponibles en internet y los creados en las prácticas de aula. Sus posibilidades técnicas consisten en crear anotaciones en los vídeos de forma individual para el portafolios o compartida en grupos de clases y redes profesionales. Como tecnología en evolución ofrece nuevas posibilidades para la formación docente mediante etiquetado social e hipervínculos que pueden ser analizados. El presente estudio es una revisión de la literatura reciente desde 2018 a 2022 sobre el uso de las anotaciones multimedia en la formación docente mediante el protocolo PRISMA, seleccionando desde bases de datos (WOS, Scopus y ERIC) 244 referencias que tras aplicar los criterios de exclusión e inclusión se obtuvo 25 referencias que aplican sólo en el tópico de la formación de docentes. Se ofrece una lista de las plataformas más empleadas, los métodos de investigación utilizados, el perfil de los participantes y los tópicos de aplicación. Es compartida la utilidad de las video anotaciones en la formación de docentes especialmente para el análisis y reflexión sobre las prácticas.
Citas
Ardley, J., & Johnson, J. (2018). Video Annotation Software in Teacher Education: Researching University Supervisor’s Perspective of a 21st-Century Technology. Journal of Educational Technology Systems, 47(4). https://doi.org/10.1177/0047239518812715
Ardley, J., & Hallare, M. (2020). The Feedback Cycle: Lessons Learned With Video Annotation Software During Student Teaching. Journal of Educational Technology Systems, 49(1), 94-112. https://doi.org/10.1177/0047239520912343
Arya, P., Christ, T., & Chiu, M. M. (2014). Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers’ Video-Case Discussions. Journal of Teacher Education, 65(2), 111–127. https://doi.org/10.1177/0022487113511644
Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building Reflective Practices in a Pre-service Math and Science Teacher Education Course That Focuses on Qualitative Video Analysis. Journal of Science Teacher Education, 29(2), 83–101. https://doi.org/10.1080/1046560X.2018.1423837
Bayram, L. (2012). Use of Online Video Cases in Teacher Training. Procedia - Social and Behavioral Sciences, 47, 1007–1011. https://doi.org/10.1016/j.sbspro.2012.06.770
Blau, I., & Shamir-Inbal, T. (2021). Writing private and shared annotations and lurking in Annoto hyper-video in academia: Insights from learning analytics, content analysis, and interviews with lecturers and students. Educational Technology Research and Development: ETR & D, 69(2), 763–786. https://doi.org/10.1007/s11423-021-09984-5
Boldrini, E., Cattaneo, A., & Evi-Colombo, A. (2019). Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector. Research on Education and Media, 11(1), 100–108. https://doi.org/10.2478/rem-2019-0014
Brown, Ch. & Poortman C. L., (Eds.), (2018). Networks for Learning: Effective Collaboration for Teacher, School and System Improvement. Routledge.
Cabero, J. (dir.) (2014). La formación del profesorado en TIC: Modelo TPACK (Conocimiento Tecnológico, Pedagógico y de Contenido). Secretariado de Recursos Audiovisuales y Nuevas Tecnologías de la Universidad de Sevilla
Cebrián-de-la-Serna, M., Bartolomé-Pina, A., Cebrián-Robles, D., & Ruiz-Torres, M. (2015). Estudio de los Portafolios en el Prácticum: Análisis de un PLE-Portafolios. Relieve, 21(2), 1–18. DOI: http://dx.doi.org/10.7203/relieve.21.2.7479
Cebrián-de-la-Serna, M., Gallego-Arrufat, M. J., & Cebrián-Robles, V. (2021). Multimedia Annotations for Practical Collaborative Reasoning. Journal of New Approaches in Educational Research, 10(2), 264–278. https://doi.org/10.7821/naer.2021.7.664
Cebrián-Robles, D., Blanco-López, Á., & Noguera-Valdemar, J. (2016). El uso de anotaciones sobre vídeos en abierto como herramienta para analizar las concepciones de los estudiantes de pedagogía sobre un problema ambiental. Indagatio Didactica, 8(1), 158–174. https://doi.org/10.34624/id.v8i1.3148
Cebrián-Robles, D., Pérez-Galán, R., & Quero-Torres, N. (2019). Estudio comparativo de la evaluación a través de ejercicios sobre texto y vídeo para la identificación de elementos de una investigación científica. Digital Education Review, 81–96. https://doi.org/10.1344/der.2019.35.81-96
Chui-Lami, & Habil, H. (2021). The Use of Video Annotation in Education: A Review. Asian Journal of University Education, 17(4), 84–94. https://doi.org/10.24191/ajue.v17i4.16208
Craig, D. H. (2021). Participatory Media Literacy in Collaborative Video Annotation. TechTrends, 860-873. https://doi.org/10.1007/s11528-021-00632-6
Crespo-Miguel, M., & Sánchez-Saus Laserna, M. (2020). Píldoras formativas para la mejora educativa universitaria: el caso del Trabajo de Fin de Grado en el Grado de Lingüística y Lenguas Aplicadas de la Universidad de Cádiz. Education in the Knowledge Society (EKS), 21, 10. https://doi.org/10.14201/eks.22370
Day, I., Saab, N., & Admiraal, W. (2022). Online peer feedback on video presentations: type of feedback and improvement of presentation skills. Assessment & Evaluation in Higher Education, 47(2), 183–197. https://doi.org/10.1080/02602938.2021.1904826
Evi-Colombo, A., & Cattaneo, A. (2020). Technical and Pedagogical Affordances of Video Annotation: A Literature Review. Journal of Educational Multimedia and Hypermedia, 29(3), 193–226. https://www.learntechlib.org/primary/p/215718/
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2020.1827389
Gallego-Arrufat, M. J. (2015). Actitud del alumnado hacia la investigación en educación: Trabajando con vídeos en estudios de grado. Revista de Ciències de l’Educació, 1, 8–29. http://revistes.publicacionsurv.cat/index.php/ute
Hefter, M. H., & Berthold, K. (2020). Preparing learners to self-explain video examples: Text or video introduction? Computers in Human Behavior, 110, 106404. https://doi.org/10.1016/j.chb.2020.106404
Joksimović, S., Dowell, N., Gašević, D., Mirriahi, N., Dawson, S., & Graesser, A. C. (2018). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in Human Behavior, 96, 211-222. https://doi.org/10.1016/j.chb.2018.03.003
Kennedy-Kam, C. H. (2021). Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science & Technological Education, 1–23. https://doi.org/10.1080/02635143.2021.1872517
Kemczinski, A., Cebrián-Robles, D. & Duarte-Freitas, M. (2017). Difusión y colaboración del conocimiento científicos mediante anotaciones en vídeo-póster. Enseñanza de Las Ciencias, 0, 347–354. https://ddd.uab.cat/record/184630
Leung, K. C., & Shek, M. P. (2021). Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence. Coaching: An International Journal of Theory, Research and Practice, 14(2), 151–161. https://doi.org/10.1080/17521882.2021.1879187
Koedinger, K. R., Kim, J., Jia, J. Z., McLaughlin, E. A., & Bier, N. L. (2015). Learning is Not a Spectator Sport: Doing is Better than Watching for Learning from a MOOC. Proceedings of the Second (2015) ACM Conference on Learning @ Scale, 111–120. https://doi.org/10.1145/2724660.2724681
Leiva-Núñez, J. P., Ugalde Meza, L., & Llorente-Cejudo, C. (2018). El modelo TPACK en la formación inicial de profesores: modelo Universidad de Playa Ancha (UPLA), Chile. Pixel-Bit. Revista De Medios y Educación, (53), 165–177. https://doi.org/10.12795/pixelbit.2018.i53.11
Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282–294. https://doi.org/10.1016/j.tate.2017.04.019
Marçal, J., Borges, M. M., Viana, P., & Carvalho, P. (2020). Aprender la Física a través de anotaciones de vídeos en línea. Education in the Knowledge Society (EKS), 21, 21–21. https://doi.org/10.14201/eks.23373
Martínez, D. & Cebrián, D. (2019). Análisis videográfico para la evaluación de los aprendizajes en las prácticas externas de la formación inicial de docentes de secundaria. Revista Universitaria de Investigación Educativa, 55(2), 457–477. https://bit.ly/3oySoX8
McFadden, J. (2019). Transitions in the Perpetual Beta of the NGSS: One Science Teacher’s Beliefs and Attempts for Instructional Change. In Journal of Science Teacher Education, 30(3), 229–258. https://doi.org/10.1080/1046560x.2018.1559559
Mei-Po S. M., Leung, K. & Yee-Lap To, P. (2021). Using a video annotation tool to enhance student-teachers’ reflective practices and communication competence in consultation practices through a collaborative learning community. Education and Information Technologies, 26(4), 4329-4352. https://doi.org/10.1007/s10639-021-10480-9
Mirriahi, N., Joksimović, S., Gašević, D., & Dawson, S. (2018a). Effects of instructional conditions and experience on student reflection: a video annotation study. Higher Education Research & Development, 37(6), 1245–1259. https://doi.org/10.1080/07294360.2018.1473845
Mirriahi, N., Jovanovic, J., Dawson, S., Gašević, D., & Pardo, A. (2018b). Identifying engagement patterns with video annotation activities: A case study in professional development. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3207
Mirriahi, N., Jovanović, J., Lim, L.-A., & Lodge, J. M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Educational Technology Research and Development: ETR & D, 69(5), 2571–2588. https://doi.org/10.1007/s11423-021-10041-4
Nielsen, B. L. (2015). Pre-service teachers’ meaning-making when collaboratively analysing video from school practice for the bachelor project at college. European Journal of Teacher Education, 38(3), 341–357. https://doi.org/10.1080/02619768.2014.983066
Nilsson, P., & Karlsson, G. (2019). Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology. International Journal of Science Education, 41(4), 419–447. https://doi.org/10.1080/09500693.2018.1551642
Ó Gallchóir, C., O’Flaherty, J., & Hinchion, C. (2018). Identity development: what I notice about myself as a teacher. European Journal of Teacher Education, 41(2), 138–156. https://doi.org/10.1080/02619768.2017.1416087
Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L.,Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R., Glanville, J., Grimshaw, J.M., Hróbjartsson, A., Lalu, M.M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S.,McGuinness, L.A., Stewart,L.A., Thomas, J.,...Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 71, 1-9. https://doi.org/10.1136/bmj.n71
Pertegal-Vega, M., Oliva-Delgado, A., & Rodríguez-Meirinhos, A. (2019). Revisión sistemática del panorama de la investigación sobre redes sociales: Taxonomía sobre experiencias de uso. Comunicar, 60(27), 81-91. https://doi.org/10.3916/C60-2019-08
Pérez-Torregrosa, A. B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The Use of Video Annotation Tools in Teacher Training. Procedia - Social and Behavioral Sciences, 237, 458–464. https://doi.org/10.1016/j.sbspro.2017.02.090
Perini, M., Cattaneo, A. A. P., & Tacconi, G. (2019). Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study. International Journal of Educational Technology in Higher Education, 16(1), 1–16. https://doi.org/10.1186/s41239-019-0156-z
Po-Sheng Ch., Hsin-Chin, Ch., Yueh-Min, H., Chia-Ju, L., Ming-Chi,L., & Ming-Hsun, Sh. (2018). A video annotation learning approach to improve the effects of video learning. Innovations in Education and Teaching International, 55(4), 459–469. https://doi.org/10.1080/14703297.2016.1213653
Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: a systematic review (2007--2017). Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 151–160. https://doi.org/10.1145/3170358.3170376
Rich, P. J., & Hannafin, M. (2009). Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52–67. https://doi.org/10.1177/0022487108328486
Ruiz-Rey, F., Cebrián-Robles, V., & Cebrián-de-la-Serna, M. (2021a). Análisis de las videoguías con anotaciones multimedia. Campus Virtuales, 10(2), 97–109. https://bit.ly/3cL1hdv
Ruiz-Rey, F. J., Cebrián-Robles, V. & Cebrián-de-la-Serna, C. (2021b). Redes profesionales en tiempo de Covid19: compartiendo buenas prácticas para el uso de TIC en el prácticum. Revista Practicum, 6(1), 7–25. https://doi.org/10.24310/RevPracticumrep.v6i1.12283
Sezen-Barrie, A., Tran, M.-D., McDonald, S. P., & Kelly, G. J. (2014). A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience. Cultural Studies of Science Education, 9(3), 675–697. https://doi.org/10.1007/s11422-013-9503-x
Schön, D. A. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Paidós.
Sherry, M. B., Messier-Jones, L. M., & Morales, J. (2018). Positioning in prospective secondary English teachers’ annotations of teaching videos. English Teaching: Practice & Critique, 17(3), 152–167. https://doi.org/10.1108/ETPC-11-2017-0154
Suh, J., Gallagher, M. A., Capen, L., & Birkhead, S. (2021). Enhancing teachers’ noticing around mathematics teaching practices through video-based lesson study with peer coaching. International Journal for Lesson & Learning Studies, 10(2), 150–167. https://doi.org/10.1108/IJLLS-09-2020-0073
Tan, S., Wiebrands, M., O’Halloran, K., & Wignell, P. (2020). Analysing student engagement with 360-degree videos through multimodal data analytics and user annotations. Technology, Pedagogy and Education, 29(5), 593–612. https://doi.org/10.1080/1475939X.2020.1835708
Tessier, L., & Tremion, V. (2020). Exploring intercultural communication online: Video annotation in teacher education. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 23(1), 89–98. https://doi.org/10.6018/reifop.4076
Valverde-Berrocoso, J., González-Fernández, A., & Acevedo-Borrega, J. (2022). Disinformation and multiliteracy: A systematic review of the literature. Comunicar, 30(70). https://doi.org/10.3916/c70-2022-08
Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: realising a “dialogic space” through video capture analysis. Journal of Education for Teaching, 40(2), 101–113. https://doi.org/10.1080/02607476.2013.871163
Zaier, A., Arslan-Ari, I., & Maina, F. (2021). The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback. Journal of Education, 201(1), 19–27. https://doi.org/10.1177/0022057420903269
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2022 Pixel-Bit. Revista de Medios y Educación