Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros

Autores:: Cano, Maribel
Mayoral, Paula
Contreras, Natalia
Alguacil, Montserrat

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
title	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
spellingShingle	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros Pedagogical practice Educational video Observation Teacher training Tutoring Práctica pedagógica Video educativo Observación Formación de docentes Tutoría Prática pedagógica Vídeo educativo Observação Formação de professores Tutoria
title_short	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
title_full	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
title_fullStr	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
title_full_unstemmed	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
title_sort	Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros
dc.creator.fl_str_mv	Cano, Maribel Mayoral, Paula Contreras, Natalia Alguacil, Montserrat
dc.contributor.author.spa.fl_str_mv	Cano, Maribel Mayoral, Paula Contreras, Natalia Alguacil, Montserrat
dc.subject.none.fl_str_mv	Pedagogical practice Educational video Observation Teacher training Tutoring Práctica pedagógica Video educativo Observación Formación de docentes Tutoría Prática pedagógica Vídeo educativo Observação Formação de professores Tutoria
topic	Pedagogical practice Educational video Observation Teacher training Tutoring Práctica pedagógica Video educativo Observación Formación de docentes Tutoría Prática pedagógica Vídeo educativo Observação Formação de professores Tutoria
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-19 00:00:00 2026-04-16T17:41:15Z
dc.date.available.none.fl_str_mv	2024-01-19 00:00:00
dc.date.issued.none.fl_str_mv	2024-01-19
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dc.relation.references.none.fl_str_mv	Arriagada, C. R., Venegas, N. G. & Calzadilla-Pérez, O. O. (2021). La evaluación de las prácticas profesionales de coenseñanza. Praxis & Saber, 12(31), e10795. https://doi.org/10.19053/22160159.v12.n31.2021.10795 Badia, A., Liesa, E., Becerril, L. & Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22(2), e1563. https://doi.org/10.5565/rev/qpsicologia.1563 Liesa, E., Mayoral, P., Giralt-Romeu. M., Angulo, S. (2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences, 13(9), 879. https://www.mdpi.com/2227-7102/13/9/879 Bahula, T. & Kay, R. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248-258. https://doi.org/10.33423/JHETP.V21I4.4224 Batlle, J. & Miller, P. (2017). Video enhanced observation and teacher development: teachers’ beliefs as technology users. Proceedings of EDULEARN17 Conference. Barcelona, España. Disponible en: https://veoeuropa.com/wp-content/uploads/2017/07/Batlle_MIller_2017.pdf Cian, H., Dsouza, N., Lyons, R. & Cook, M. (2017). Influences on the development of inquiry-based practices among preservice teachers. Journal of Science Teacher Education, 28(2), 186-204. https://doi.org/10.1080/1046560X.2016.1277832 Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399 Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25-36. https://doi.org/10.1080/02602938.2018.1467877 Giralt-Romeu, M., Liesa, E. & Castelló, M. (2024). Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education, 47(1), 140-158. http://dx.doi.org/10.1080/02619768.2021.2015319 Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487 Kaser, L. & Halbert, J. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. http://c21canada.org/playbook/ López Ruiz, J. (2023). El uso del vídeo en la mejora del ‘feedback’ formativo. 15 de marzo de 2023. eLearning Innovation Center. Disponible en https://blogs.uoc.edu/elearning-innovation-center/es/el-uso-del-video-en-la-mejora-del-feedback-formativo/ Nguyen, H. T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors? Teaching and Teacher Education, 25(5), 655-662. https://doi.org/10.1016/j.tate.2008.10.001 Prilop, C.N., Weber, K.E. & Kleinknecht, M. (2020). Effects of digital video-based feedback environments on pre-service teachers’ feedback competence. Computers in Human Behavior, 102, 120-131. https://oi.org/10.1016/j.chb.2019.08.011 Seedhouse, P. (Ed.). (2021). Video enhanced observation for language teaching: Reflection and professional development. Bloomsbury Publishing. Ulvik, M., Riese, H. & Roness, D. (2017). Action research-connecting practice and theory. Educational Action Research, 26(2), 273-287. https://doi.org/10.1080/09650792.2017.1323657 van Katwijk, L., Berry, A., Jansen, E. & van Veen, K. (2019). “It’s important, but I’m not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers. Teaching and Teacher Education, 86, 102868. https://doi.org/10.1016/j.tate.2019.06.022 Zwozdiak-Myers, P. (2012). The teacher’s reflective practice handbook: How to engage effectively in professional development and build a portfolio of practice. Routledge.
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dc.relation.ispartofjournal.spa.fl_str_mv	Praxis & Saber
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dc.relation.citationedition.spa.fl_str_mv	Núm. 41 , Año 2024 : Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas
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spelling	Cano, MaribelMayoral, PaulaContreras, NataliaAlguacil, Montserrat2024-01-19 00:00:002026-04-16T17:41:15Z2024-01-19 00:00:002024-01-192216-0159https://repositorio.uptc.edu.co/handle/001/2133410.19053/uptc.22160159.v15.n41.2024.167862462-8603https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16786application/pdftext/htmlapplication/epub+ziptext/xmlUniversidad Pedagógica y Tecnológica de ColombiaMaribel Cano Ortiz , Paula Mayoral Serrat, Natalia Contreras González, Montserrat Alguacil De Nicolás - 2024https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/16786Pedagogical practiceEducational videoObservationTeacher trainingTutoringPráctica pedagógicaVideo educativoObservaciónFormación de docentesTutoríaPrática pedagógicaVídeo educativoObservaçãoFormação de professoresTutoriaPrácticum Indagador y Video Enhance Observation (VEO) en la Formación de MaestrosArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Arriagada, C. R., Venegas, N. G. & Calzadilla-Pérez, O. O. (2021). La evaluación de las prácticas profesionales de coenseñanza. Praxis & Saber, 12(31), e10795. https://doi.org/10.19053/22160159.v12.n31.2021.10795Badia, A., Liesa, E., Becerril, L. & Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22(2), e1563. https://doi.org/10.5565/rev/qpsicologia.1563Liesa, E., Mayoral, P., Giralt-Romeu. M., Angulo, S. (2023). Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences, 13(9), 879. https://www.mdpi.com/2227-7102/13/9/879Bahula, T. & Kay, R. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248-258. https://doi.org/10.33423/JHETP.V21I4.4224Batlle, J. & Miller, P. (2017). Video enhanced observation and teacher development: teachers’ beliefs as technology users. Proceedings of EDULEARN17 Conference. Barcelona, España. Disponible en: https://veoeuropa.com/wp-content/uploads/2017/07/Batlle_MIller_2017.pdfCian, H., Dsouza, N., Lyons, R. & Cook, M. (2017). Influences on the development of inquiry-based practices among preservice teachers. Journal of Science Teacher Education, 28(2), 186-204. https://doi.org/10.1080/1046560X.2016.1277832Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25-36. https://doi.org/10.1080/02602938.2018.1467877Giralt-Romeu, M., Liesa, E. & Castelló, M. (2024). Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education, 47(1), 140-158. http://dx.doi.org/10.1080/02619768.2021.2015319Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487Kaser, L. & Halbert, J. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. http://c21canada.org/playbook/López Ruiz, J. (2023). El uso del vídeo en la mejora del ‘feedback’ formativo. 15 de marzo de 2023. eLearning Innovation Center. Disponible en https://blogs.uoc.edu/elearning-innovation-center/es/el-uso-del-video-en-la-mejora-del-feedback-formativo/Nguyen, H. T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors? Teaching and Teacher Education, 25(5), 655-662. https://doi.org/10.1016/j.tate.2008.10.001Prilop, C.N., Weber, K.E. & Kleinknecht, M. (2020). Effects of digital video-based feedback environments on pre-service teachers’ feedback competence. Computers in Human Behavior, 102, 120-131. https://oi.org/10.1016/j.chb.2019.08.011Seedhouse, P. (Ed.). (2021). Video enhanced observation for language teaching: Reflection and professional development. Bloomsbury Publishing.Ulvik, M., Riese, H. & Roness, D. (2017). Action research-connecting practice and theory. Educational Action Research, 26(2), 273-287. https://doi.org/10.1080/09650792.2017.1323657van Katwijk, L., Berry, A., Jansen, E. & van Veen, K. (2019). “It’s important, but I’m not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers. Teaching and Teacher Education, 86, 102868. https://doi.org/10.1016/j.tate.2019.06.022Zwozdiak-Myers, P. (2012). The teacher’s reflective practice handbook: How to engage effectively in professional development and build a portfolio of practice. Routledge.1741115Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/16786/14617https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/16786/14618https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/16786/14619https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/16786/15614Núm. 41 , Año 2024 : Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativasPublicationOREORE.xmltext/xml2747https://repositorio.uptc.edu.co/bitstreams/96169702-1164-4752-bfcd-b15ce93b3c41/download35c042691c70c31d549dcf75d59a5cfdMD51falseAnonymousREAD001/21334oai:repositorio.uptc.edu.co:001/213342026-10-29 13:34:27.71https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Prácticum Indagador y Video Enhance Observation (VEO) en la Formación de Maestros

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