Although many research on preservice or inservice teacher training programs using examples of teaching practices on video are implemented (Bloomberg, Renkl, Sherin, Borko & Seidel, 2013 ; Gaudin & Chalies, 2012 ; Baecher & Kung, 2011 ; Santagata & Guarino, 2011), teacher learning in such contexts is still little explored, particularly in Quebec and in distance teacher education contexts. This implies that online teacher trainers rely primarily on their pedagogical intuitions and their experience to support their use of examples of practice on video. We have conducted a first small investigation that revealed that in the context of distance learning training programs given at the University of Sherbrooke (Québec, Canada), some videos taken out of the platform called "Zoom sur l’expertise pédagogique" (http://zoom.animare.org) as well as videos taken out of other platforms are used. However, the proportion of trainers who use them is very low and pedagogical approaches vary widely and are generally based on intuition. Pedagogical intentions nevertheless seem to cluster according to three distinct categories identified by Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009): A- Illustrate good practice, B- Develop reflective practice and C- Guide and support teaching practice. To conduct this research, of which we would like to present here some aspects of the preliminary results, we chose to observe a few trainers whose intentions and educational uses are part of the category B of Janík and colleagues’ (2009) and do not tend to show good example to follow but rather tend to lead students to develop an ability to analyze teaching practices to reach a better understanding and greater learning. Given the complexity of the role of the online trainer to support interactions between in training teachers (Santiago, Leh and Nakayama, 2011) by introducing various types of interactions (Dumont, 2007) and given that learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations he or she can do, the models that are proposed, the mediation offered by a trainer or a more experimented peer, his or her conceptions or expectations expressed (Cross, 1981; Bruner, 1996; Wang and Kang, 2007), we chose to implement this research with the overall objective that is to understand the evolution of the abilities of in training teachers to analyze classroom examples, according to peer and trainer’s interventions, to contextual elements or to the characteristics of the pedagogical design. In the context of this symposium, we would like to present some preliminary results of the first phase of this research, in particular the characteristics of the pedagogical design implemented by the trainers participating in this research and their specific uses of the videos of practice in their online distance training context.

1. Florian Meyer, Université de Sherbrooke, Québec, Canada
Cases of teacher trainers using
examples of teaching practices on
video in a distance learning context
SY 4 : Video-Enhanced Environments for Teacher Learning
SIG 11 – EARLI 2014
Florian Meyer, Université de Sherbrooke, Québec, Canada

2. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Plan
1. Problem and goals
2. Theoretical framework
3. Methodological aspects
4. Results
5. Discussion and opening

3. Florian Meyer, Université de Sherbrooke, Québec, Canada
Problem and goals

4. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Observing videos
• Modeling practices seems to have a positive effect on the development
of professional competencies allowing emotional, social, and cognitive
learning (Yung, Yip, Lai, et Lo, 2010).
• Modeling (Schunk, 2001) from examples of good practice on video goes
beyond a simple exemplification of practice and engages students in a
complex and reflexive analysis process (Santagata et Guarino, 2011).
• Interactions between teachers participating in training "video clubs"
evolve (van Es et Sherin, 2008; van Es, 2012)
• Vicarious effect (Bandura, 1997) produced by watching videos of
experienced peers within an autonomous online training contributes to
the positive effect on the feeling of self-efficacy, intentions to change
practice and knowledge of teachers in training (Meyer, 2010)

5. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online training for learning
• The online trainer’s role to support collaboration and
interaction between teachers (students) is complex (Santiago,
Leh and Nakayama, 2011) : it requires supporting various
types of interactions (Dumont, 2007)
• Learning occurs through various cognitive processes that are
influenced by the environment and the social context in which
a person is, the practice of reference, the observations she
can do, the models that are proposed, the mediation offered
by a trainer or a peer, conceptions or expectations (Cross,
1981; Bruner, 1996; Wang et Kang, 2007).

6. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Problem
How do trainers know how to combine these aspects
and support student teachers to analyze videos of
practice online in order to learn better ?

7. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Goals
1. 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.
2. 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.
– One of the major aspects is the pedagogical model
implemented by trainers.
3. To support trainers who need some advice for a better
practice.

8. Florian Meyer, Université de Sherbrooke, Québec, Canada
Theoretical framework

9. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• Four types of teaching knowledge:
– disciplinary knowledge,
– curriculum knowledge,
– pedagogical knowledge
– experiential knowledge (Malo, 2000)
• If the relationship between these
knowledge can be facilitated during
learning situations, then the links
between theory and practice will be
stronger (Legendre, 1998)
Teacher learning
(Shulman & Shulman, 2004, p. 260)

10. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online learning
• During online learning : 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)

11. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
11
(Wang & Kang, 2006, p. 226 )

12. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Instructional design
• MISA (Paquette, 2004) in four axes
1. DC: Design of Content (Knowledge and Skill
Representation);
2. DP: Design of Pedagogical Specifications
(Application of Teaching Methods and Approaches);
3. DM: Design of Materials (Specification of Learning
Materials);
4. DD: Design of Delivery (Delivery Planning)
• Charlier, De Schryver et Peraya (2006)

13. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Based on Charlier, de Schryver et Peraya, 2006
Conception
Perception

14. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg, Renkl, Sherin, Borko & Seidel, 2013, p. 105)

15. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová &
Šebestová (2009, p. 208)
Types of videos

16. Florian Meyer, Université de Sherbrooke, Québec, Canada
Methodological aspects

17. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• 5 teacher trainers
• First step of a 2 years
process
• 9 courses of 3 credits
(Fall 11 to Fall 13)
• 180 Master degree
students (same
program)
• Datas
– Interviews
– Interactions in forums
Qualitative action research

18. Florian Meyer, Université de Sherbrooke, Québec, Canada
Some preliminary results

19. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Maurice
TITLE « Socioconstructivisme et app. pédago. contemporaines »
Design of Content « l’objectif de mon cours c’était de les amener à comprendre que le
socioconstructivisme c’est un défi, ça donne des résultats » ; C3-4-11
Design of Pedagogical
Specifications
Socioconstructivism and sociocognitivism
1 of 5 modules uses videos
Design of Materials Forums : mandatory and evaluated
Emails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (he made
these videos) – One topic : integration project
Video use Application of theoretical concepts (5 approaches) to video segments +
identification of spectific elements and illustration of own understanding
Types of support Rarely present, only when it is strategic : (psychological support) ; educational
support

20. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Carole
TITLE « Socioconstructivisme et app. pédago. contemporaines »
Design of Content « de connaitre et de comparer les principales approches pédagogiques
contemporaines. Pis d’analyser et mettre à l’essai des principes et démarches de
planifications et d’interventions » C3-4-11
Design of Pedagogical
Specifications
Socioconstructivism and cognitivism
1 of 5 modules uses videos
Design of Materials Forums : mandatory and evaluated
Emails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (total of
180 min of videos) – One topic : integration project
Video use Application of theoretical concepts (5 approaches) to video segments + identification
of specific elements and illustration of own understanding
Types of support Very present and supportive : psychological support ; organizational support ;
technical support, educational support

21. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Lise
TITLE « Les savoirs didactiques en sciences et technologies »
Design of Content « la finalité c'est de ne pas confondre le savoir scolaire, le contenu du programme
et le contenu scientifique » ; C1-3-8
Design of Pedagogical
Specifications
Conceptual change
Design of Materials Forums : mandatory and evaluated
Emails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 1 good example of practice + 1 non exemplary practice from private bank of videos
Video use Observation and analysis of teaching situations (teacher) learning (student) +
description and anticipation
Types of support Extremely present, questions a lot and interacts a lot : psychological support ;
(organizational support) ; educational support (error is fundamental and seen as an

22. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Fabien
TITLE « Introduction aux prog de formation continue en ens. »
Design of Content Competence 11 and 8 (C11-8)
Design of Pedagogical
Specifications
Socioconstructivism – Cognitivism
Observation to develop teacher thinking (Janík et al., 2009)
Design of Materials Forums : non mandatory
Emails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 9 Good examples of practice from http://zoom.animare.org (he made some of
these videos). Various topics
Video use 3 steps observation. Progression in observing videos (take notes → analyze →
reflect) + connexion to personal practice and understanding
Types of support Quite present : psychological support ; organizational support ; educational
support ; (technical support)

23. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Next steps
• Analyzing interactions in every course to see how they build
up and what are their impact in terms of learning.
• Gunawardena, Lowe & Anderson (1997) : 5 levels of
interaction :
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.

24. Florian Meyer, Université de Sherbrooke, Québec, Canada
Discussion and opening

25. Florian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg, Renkl, Sherin, Borko et Seidel, 2013, p. 105)

26. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Different models
• Videos can enhance an online course in different
ways ;
• Teacher trainers’ role is crucial ;
• Videos play a very different role ;
• How do interactions evolve ?
• What do students learn ?
• What do the teachers need to improve ? And why ?

27. Florian Meyer, Université de Sherbrooke, Québec, Canada
Thank you very much !
Florian.meyer@usherbrooke.ca
http://pedtice.org

28. Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
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