影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention

為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	宋宥賢 Yu-Hsien Sung [verfasserIn] Martin Valcke [verfasserIn] 陳利銘 Li-Ming Chen [verfasserIn] 王俐淳 Li-Chun Wang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Chinesisch

Erschienen:	2022

Schlagwörter:	能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training

Übergeordnetes Werk:	In: Journal of Research in Education Sciences - National Taiwan Normal University, 2015, 67(2022), 3, Seite 205-236
Übergeordnetes Werk:	volume:67 ; year:2022 ; number:3 ; pages:205-236

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

Katalog-ID:	DOAJ002212579

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520			\|a 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.
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allfields	(DE-627)DOAJ002212579 (DE-599)DOAJ4b853324b1e5438ba5116982cb55f535 DE-627 ger DE-627 rakwb eng chi LB5-3640 宋宥賢 Yu-Hsien Sung verfasserin aut 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training Education L Theory and practice of education Martin Valcke verfasserin aut 陳利銘 Li-Ming Chen verfasserin aut 王俐淳 Li-Chun Wang verfasserin aut In Journal of Research in Education Sciences National Taiwan Normal University, 2015 67(2022), 3, Seite 205-236 (DE-627)1760629871 2073753X nnns volume:67 year:2022 number:3 pages:205-236 https://doi.org/10.6209/JORIES.202209_67(3).0007 kostenfrei https://doaj.org/article/4b853324b1e5438ba5116982cb55f535 kostenfrei http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw kostenfrei https://doaj.org/toc/2073-753X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_4037 GBV_ILN_4307 AR 67 2022 3 205-236
spelling	(DE-627)DOAJ002212579 (DE-599)DOAJ4b853324b1e5438ba5116982cb55f535 DE-627 ger DE-627 rakwb eng chi LB5-3640 宋宥賢 Yu-Hsien Sung verfasserin aut 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training Education L Theory and practice of education Martin Valcke verfasserin aut 陳利銘 Li-Ming Chen verfasserin aut 王俐淳 Li-Chun Wang verfasserin aut In Journal of Research in Education Sciences National Taiwan Normal University, 2015 67(2022), 3, Seite 205-236 (DE-627)1760629871 2073753X nnns volume:67 year:2022 number:3 pages:205-236 https://doi.org/10.6209/JORIES.202209_67(3).0007 kostenfrei https://doaj.org/article/4b853324b1e5438ba5116982cb55f535 kostenfrei http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw kostenfrei https://doaj.org/toc/2073-753X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_4037 GBV_ILN_4307 AR 67 2022 3 205-236
allfields_unstemmed	(DE-627)DOAJ002212579 (DE-599)DOAJ4b853324b1e5438ba5116982cb55f535 DE-627 ger DE-627 rakwb eng chi LB5-3640 宋宥賢 Yu-Hsien Sung verfasserin aut 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training Education L Theory and practice of education Martin Valcke verfasserin aut 陳利銘 Li-Ming Chen verfasserin aut 王俐淳 Li-Chun Wang verfasserin aut In Journal of Research in Education Sciences National Taiwan Normal University, 2015 67(2022), 3, Seite 205-236 (DE-627)1760629871 2073753X nnns volume:67 year:2022 number:3 pages:205-236 https://doi.org/10.6209/JORIES.202209_67(3).0007 kostenfrei https://doaj.org/article/4b853324b1e5438ba5116982cb55f535 kostenfrei http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw kostenfrei https://doaj.org/toc/2073-753X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_4037 GBV_ILN_4307 AR 67 2022 3 205-236
allfieldsGer	(DE-627)DOAJ002212579 (DE-599)DOAJ4b853324b1e5438ba5116982cb55f535 DE-627 ger DE-627 rakwb eng chi LB5-3640 宋宥賢 Yu-Hsien Sung verfasserin aut 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training Education L Theory and practice of education Martin Valcke verfasserin aut 陳利銘 Li-Ming Chen verfasserin aut 王俐淳 Li-Chun Wang verfasserin aut In Journal of Research in Education Sciences National Taiwan Normal University, 2015 67(2022), 3, Seite 205-236 (DE-627)1760629871 2073753X nnns volume:67 year:2022 number:3 pages:205-236 https://doi.org/10.6209/JORIES.202209_67(3).0007 kostenfrei https://doaj.org/article/4b853324b1e5438ba5116982cb55f535 kostenfrei http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw kostenfrei https://doaj.org/toc/2073-753X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_4037 GBV_ILN_4307 AR 67 2022 3 205-236
allfieldsSound	(DE-627)DOAJ002212579 (DE-599)DOAJ4b853324b1e5438ba5116982cb55f535 DE-627 ger DE-627 rakwb eng chi LB5-3640 宋宥賢 Yu-Hsien Sung verfasserin aut 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions. 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training Education L Theory and practice of education Martin Valcke verfasserin aut 陳利銘 Li-Ming Chen verfasserin aut 王俐淳 Li-Chun Wang verfasserin aut In Journal of Research in Education Sciences National Taiwan Normal University, 2015 67(2022), 3, Seite 205-236 (DE-627)1760629871 2073753X nnns volume:67 year:2022 number:3 pages:205-236 https://doi.org/10.6209/JORIES.202209_67(3).0007 kostenfrei https://doaj.org/article/4b853324b1e5438ba5116982cb55f535 kostenfrei http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw kostenfrei https://doaj.org/toc/2073-753X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_4037 GBV_ILN_4307 AR 67 2022 3 205-236
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source	In Journal of Research in Education Sciences 67(2022), 3, Seite 205-236 volume:67 year:2022 number:3 pages:205-236
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authorswithroles_txt_mv	宋宥賢 Yu-Hsien Sung @@aut@@ Martin Valcke @@aut@@ 陳利銘 Li-Ming Chen @@aut@@ 王俐淳 Li-Chun Wang @@aut@@
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The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. 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author	宋宥賢 Yu-Hsien Sung
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topic_title	LB5-3640 影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention 能力師培生校園霸凌模擬教學 competence pre-service teachers school bullying simulation training
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title	影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention
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title_full	影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention
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author_browse	宋宥賢 Yu-Hsien Sung Martin Valcke 陳利銘 Li-Ming Chen 王俐淳 Li-Chun Wang
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title_sort	影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 the development and implementation of online video-based simulation training on strengthening pre-service teachers’ competence in bullying intervention
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title_auth	影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention
abstract	為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.
abstractGer	為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.
abstract_unstemmed	為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共 98 位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。 COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.
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title_short	影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention
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The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">能力</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">師培生</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">校園霸凌</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">模擬教學</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">competence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">pre-service teachers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">school bullying</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">simulation training</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Theory and practice of education</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Martin Valcke</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">陳利銘 Li-Ming Chen</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">王俐淳 Li-Chun Wang</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Journal of Research in Education Sciences</subfield><subfield code="d">National Taiwan Normal University, 2015</subfield><subfield code="g">67(2022), 3, Seite 205-236</subfield><subfield code="w">(DE-627)1760629871</subfield><subfield code="x">2073753X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:67</subfield><subfield code="g">year:2022</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:205-236</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.6209/JORIES.202209_67(3).0007</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/4b853324b1e5438ba5116982cb55f535</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=271&ItemId=1889&loc=tw</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2073-753X</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2031</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2038</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">67</subfield><subfield code="j">2022</subfield><subfield code="e">3</subfield><subfield code="h">205-236</subfield></datafield></record></collection>
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影片模擬線上教學之發展與實施：以增進師培生之霸凌處置能力為例 The Development and Implementation of Online Video-based Simulation Training on Strengthening Pre-service Teachers’ Competence in Bullying Intervention

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