Journal of East China Normal University(Educational Sciences) ›› 2020, Vol. 38 ›› Issue (11): 90-100.doi: 10.16382/j.cnki.1000-5560.2020.11.007

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Do Teachers Truly have a “Learning-centered” Professional Vision: An Analysis Based on Video Clubs

Xia Xuemei1, Fang Chaoqun2, Liu Xiao3   

  1. 1. Shanghai Academy of Educational Sciences, Shanghai 200032, China;
    2. Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China;
    3. Shanghai Research Institute of Competency and Curriculum, Shanghai 200032, China
  • Published:2020-11-16

Abstract: Many schools and teachers claim that they stress students’ learning and endeavor to achieve the transitioning from teaching-centeredness to learning-centeredness in the classroom. So do teachers truly have a learning-centered professional vision? How can videos be used to promote the development of teachers’ professional vision? This study uses the video club approach to explore answers to the above questions. The results show that professional vision of teachers studied are more oriented towards superficial learning activities, and less oriented towards such key dimensions as creating a safe learning environment, designing challenging tasks, triggering higher-order thinking and peer arguments, and paying attention to individual differences. By analyzing three groups videos of varying degrees of learning-centeredness, it is also found that the average scores of the “focus on student” criteria and the “shared understanding” criteria are significantly different, while those of the “substantive discussion” criteria show no significant difference.

Key words: video analysis, professional vision, video club, learning-centered classroom