THE ROLE OF THE VIDEO INTERACTION GUIDANCE IN THE ENRICHMENT OF STUDENT TEACHERS’ SOCIAL SKILLS

Authors

  • Eva Šírová Charles University in Prague
  • Kristýna Krejčová Charles University in Prague

Keywords:

Video interaction guidance (VIG), social skills, communication skills, education of teachers

Abstract

The school is a complicated social organism. The integration in it could be complicated for teacher novices, who have studied theoretically psychological and pedagogical aspects of learning, but have not many opportunities to develop their professional abilities in the real education. The article deals with using of the video interaction guidance (VIG) in the education of the teachers to support their professional development – above all in the area of communication skills. The improvement of the communication significantly helps to create a positive, relaxed, but learning centred climate whereby increases the efficiency of the whole teaching process. The investigation of using of the VIG in the preparation of student teachers is presented in the form of quantitative research and an illustrative case-study. Results of the research suggest that the positive video feedback provides a valuable opportunity for personal, professional and social development for both teachers and pupils across the range of contexts. The VIG improves the communication skills of student teachers, therefore enhances effective learning and teaching and minimises negative contact, e.g. misunderstanding, inattention or conflict. As a consequence, the using of the VIG had a positive impact on the self-esteem and mental hygiene of student teachers who have started fully enjoy the teaching, being energized by it.

References

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Additional Files

Published

2011-12-30

How to Cite

Šírová, E. and Krejčová, K. (2011) ’THE ROLE OF THE VIDEO INTERACTION GUIDANCE IN THE ENRICHMENT OF STUDENT TEACHERS’ SOCIAL SKILLS’, Journal on Efficiency and Responsibility in Education and Science, vol. 4, no. 4, pp. 162-169 Retrieved from https://www.eriesjournal.com/index.php/eries/article/view/43.

Issue

Section

Research Paper