During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.

1. Professional Vision on
its way to University
of Sherbrooke
CIDREE 2015 – Lyon
Florian Meyer, Marc-André Gazé & Isabelle Nizet
Université de Sherbrooke, Québec, Canada

2. Presentation plan
 Work 1 : Effect of a training course using
examples of practice on video
 Work 2 : Evolution of online interactions while
observing classroom situations on video
during a distance education course
 Work 3 : Describing a colleague’s
professional vision
 Proposition of integration for future work

3. Effect of a Training
Course Using Examples
of Practice on Video
Work 1 : 2005-2010

4. Goals
 To evaluate the effect of a training course entailing
examples of practice on video and created within
an online application (Zoom on teaching
expertise).
 In particular, the study focused on participating
elementary school teachers’ learning and their
intentions to modify their practice with respect to
the professional competency: “To pilot
teaching/learning situations”.

5. Method
Step 1
•Semi-structured interview with 10 primary inservice teachers
•Knowledge, Ease with ICT, Expectations, Self efficacy
Step 2
•Autonomous online learning (10 hours within 1 month)
•22 steps, 17 videos, various activities &a notebook
Step 3
•Semi-structured interview with 10 primary inservice teachers
•Knowledge, Self efficacy, intentions to change & Appreciation
Step 4
•Qualitative analysis

6. Framework
(based on Charlier, 1998)

7. Teacher Self Efficacy
(Tschannen-Moran et al., 1998, p. 228)

8. Main findings
 Confirm the positive effect of online video based professional
teacher development applications.
 In particular, we observed that the teachers were able to define
the components of the targeted competency more clearly.
 The participants confirmed having learned from the video examples
and training and expressed the intention to bring change in their
own practice.
 All teachers greatly appreciated the training course and its videos :
 opportunity to observe peers to whom they can identify (vicarious effect)
 and to explore ways of putting the knowledge into practice in their own
classrooms.
 Participants’ comments and suggestions :
 reducing the number of videos and competency elements presented
 increasing the complementary educational content accompanying the
videos

9. Evolution of Online
Interactions while
Observing Classroom
Situations on Video
Work 2 : 2013-2016

10. Goals
 To understand the evolution of the capabilities of the students to
analyze videos, according to peer interventions and
interventions of the trainer, or contextual characteristics of the
training.
 To understand to what extent the observations and analysis
carried out by teachers and supported by trainers contribute to
some of these cognitive processes and to what extent they
contribute to learning.
 To support trainers who need some advice for a better practice.

11. Qualitative action research
 Data
 Interviews with trainers
 Interactions in forums
 5 teacher trainers (all
professors)
 2 cycles over 2 years
 9 courses of 3 credits
(Fall 11 to Fall 13)
 180 Master degree
students (same
program)

12. Online Learning
 Online learning occurs through socio-cognitive conflict,
collaboration, interactions (Henri et Basque, 2003)
 Four types of support can be offered by the trainer (role
that can sometimes be played by peer students):
 psychological and psychosocial support
 methodological and organizational support
 educational support
 technical support (Dumont, 2007)

13. Social Construction of Knowledge:
Online Interactions
 Gunawardena, Lowe & Anderson (1997) : 5 phases
during online discussions:
1. Sharing/comparing of information;
2. Discovery and exploration of dissonance or
inconsistency among ideas, concepts or
statement;
3. Negotiation of meaning/coconstruction of
knowledge
4. Testing and modification of proposed synthesis or
co-construction;
5. Agreement statement(s)/applications of newly-
constructed meaning.

14. Types of videos
Janík, Janíková, Knecht, Kubiatko, Najvar,
Najvarová & Šebestová (2009, p. 208)

15. 2 different pedagogical models

16. Interactions

17. Interactions in Fabien and Lise’s courses
according to social construction of
knowledge model (Gunawardena et
al., 1997)

18. Simple video use
 Tasks proposed by Lise and Fabien, in the context of these
forums, are not mandatory but merely suggested. This may
explain why the number of interactions is not very high.
 But we also question the involvement of the students and what
these guidelines raise in this regard. In these activities, it seems
that the use of videos tend to stay at a level of simple illustration
(Janik et al., 2009) when the students are only asked to identify
some elements and concepts mentionned previously in the
course. A very few students benefit from these videos to progress
in the construction of new knowledge.

19. Professors’ role
 Fabien ans Lise had a small contribution in their forums to
support the advancement of the interactions towards the co-
construction of new knowledge.
 It is of course impossible for trainers to intervene in every
discussion thread, it wouldn’t be managable. It is still unfortunate
because the few times Fabien and Lise had the opportunity to
do so, it has often helped to bring interactions to move towards
phases 4 and 5.
 Is there any other way than simply interacting in the forums
(tasks, ressources…) ?

20. Knowledge construction
 Activities proposed to the students in the rest of the course make
them reuse knowledge built throughout the course, but do not
call explicitly knowledge possibly built during the discussions
made around the videos.
 It would be interesting to promote the implementation of these
new co-constructed knowledge during the following activities
and to ask students to explicit this integration.

21. Describing a
Colleague’s
Professional Vision
Work 3 : 2014-2015

22. +
Flipped classroom
project
• Goal : identifying the effect of
an innovation on the practice
of the trainer
• Framework : Scholarship of
Teaching and Learning
(Kreber, 2002)

23. Method
 As a trainer, I first selected a few excerpts that seemed rich among a
recording of a total of 6 hours.
 20 sequences (between 2 and 10 minute each)
 Confrontation during two periods of three hours to analyze each sequence:
 Can you describe what was happening in this sequence?
 In this sequence, what choices did you make and why?
 Can you identify two positive items in this sequence ? Explain why you selected
them.
 If you had to choose two items to change what would they be and why?
 How are your actions different from what you usually do? What actions of students
are different? Why do you think it is so?
 Explain what kind of changes you would propose to improve these items.
 The transcripts were analyzed using the concept of Professional vision that
we have enriched allowing us to enter with greater detail into the situation.

25. Coding examples

26. Reflection of the trainer
Awareness of posture
 Realised that although she
thought she was offering a
dialogic dynamic, she acts as
an expert who gives good
answers in order to comfort
students.
 Realised that she needs a
theortical model on which she
could rely to better handle
students inquiry and doubts
 She oscillates between control
and coaching. She needs
more enlightened practice
Validation of planned activities to solicit
students' cognitive processes
 Realised she managed to do it thanks to a
coherent learning model she used to anticipate
 She realised how much she is preoccupied by
the learning processes of the students and how
to support them to make them explicit
Identification of the direct effects: premature
or appropriate activities.
 Realised the need of an activity to let students
demonstrate and confirm their understanding.
 Application of concepts is too fast, students
need more time to confirm their
understanding

27. Some observations
 Integrated models are not appropriate because they are not
validated models and categories are not mutually exclusive,
however, we believe that they open a door to a PV enrichment.
 The posture was really hard to code. Intercoder agreement was
hard to achieve
 At certain moments, the trainer does not recognize the situation
and asks a lot about it. How do I code this?

28. Proposition of
integration to discuss
Future work

29. LEARNIN
G GOALS
PROFESSIONAL
VISION
Learner(s)
Facilitator(s)
Culture
Goals
Previous Knowledge
Pedagogical
means
(Yung & al.)
Video
Choice
(Janik & al.)
Types
Use
A
B
C
Online Interactions
(Gunawardena & al.)
Vicarious
Effect
Bandura (1997)
Motivation
Learning
Intention to change
practice
EFFECTS

30. Thoughts
 If the selective attention, as well as the knowledge based
reasoning, seem essential to understand the teacher training
process, we believe that online interactions contribute to these
processes and that the trainers play a crucial by, for example,
supporting the reflection or the engagement of teachers in their
training.
 We also believe that the reasoning would benefit from being
enriched by a reflexive approach bringing teachers to project
into the improvement of their teaching practice relying, for
example, on the vicarious effect.

31. Thank you very much !
Florian.meyer@usherbrooke.ca
http://pedtice.org

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