Pre-service teachers’ skills development through educational video generation

ABSTRACT

The impacts of the pandemic on education have highlighted the need to improve pre-service teachers’ digital skills training. This quantitative study explored pre-service teachers’ perceptions on how the design, generation, and dissemination of didactic videos enhance their teaching competences. Early childhood, primary, and secondary education English (as a foreign language) pre-service teachers have produced eight different types of educational content in video format (stories, linguistic content, tutorials, documentaries, news programmes, contests, literary reviews, and educational system criticism) addressed to schools´ audience. These videos have been circulated through YouTube channels linked to an open-access online TV portal. The results showed that these educational videos contributed to enriching their skills. Pre-service teachers’ highly positive perceptions regarding improvements of these competences, remark, above all, the development of teamwork abilities thanks to this experience, and let researchers reflect on the design of more effective learning experiences through didactic video generation to ameliorate teacher education.

KEYWORDS:

• Teacher education
• ICT implementation
• video generation
• teaching competences
• digital transformation

Acknowledgments

Thank you to Rita Jardón from ESNE Oviedo for her advice and support. Thank you also to all the teachers and students who have participated in the Didactictac TV experience and contributed to its success.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the University of Oviedo project Generation, Use and Evaluation of Digital Teaching Resources [code UNOV-21-RLD-UE-5]. The funders did not participate in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results. The study is also related to the European Union and Erasmus+ Programme project Open Innovative Resources for Distance Learning [2020-1-PLO1-KA-226 HE].

Notes on contributors

Marta García-Sampedro

Marta García-Sampedro has been working as a lecturer and researcher in the Education Sciences Department, University of Oviedo, Spain since 2011. She has got an International PhD in Education and Psychology (2017), a Master in Socio-Educational Intervention and Research (2013), and a Degree in English Primary Teaching from the University of Oviedo (2001). She also holds a Degree in English Philology from the University of Valladolid, Spain (1993). Her field of expertise is mainly focused on English as an additional language teaching-learning process, especially in communicative skill development. For this purpose, she has produced different proposals incorporating the use of art and heritage as a resource in non-formal contexts. She has also been developing several initiatives related to m-learning and online TV channel implementation at schools and teacher education faculties with the same purpose. She has taken part in several international research projects and published numerous articles in national and international journals.

Susana Agudo Prado

Susana Agudo, PhD is a lecturer and researcher from the Educational Sciences Department, University of Oviedo. She has participated in many research projects related to ICT implementation in society. She has also published numerous papers about three main pillars: emerging technologies, elderly people, and active methodologies.

Antonio Torralba-Burrial

AntonioTorralba-Burrial, Ph. D is a lecturer in Didactics of Experimental Sciences in the Faculty of Teacher Training and Education of the University of Oviedo and coordinator of the Environmental Education and Communication Unit of the Institute of Natural Resources and Territorial Planning (Indurot) of the same university. He has a background in environmental issues, with research lines and projects related to didactics of the natural environment and experimental sciences, environmental education, teaching resources in formal and non-formal education, and aquatic ecology and biodiversity, including citizen science and nature connection.