Producing Staged Videos for Teacher Education: Development and Content Validation of Video Scripts on the Topic of Handling Classroom Disruptions
Round 1
Reviewer 1 Report
This paper is interesting and also novel in the field of teacher education and pertinent given the pervasiveness and opportunities that technology represents.
The introduction and the outlining of staged videos are clear and expansive and scaffold the reader to the study which follows. Given the paper delves into 'behaviour' this needs to be mentioned in earlier sections to contextualise the paper for the reader. The abstract could also be strengthened with this context.
I am not sure what role Figure 1 plays , especially as its reproduced in German (in an English journal).
The outlining of the study and connecting to the theoretical framework make the paper technically sound and easy to read and understand.
The data presentation is sound and the discussion is systematically analysed using the frame as previously introduced.
Repetition of sentencing lines 88 to 97> rephrase
Author Response
Point 1: The introduction and the outlining of staged videos are clear and expansive and scaffold the reader to the study which follows. Given the paper delves into 'behaviour' this needs to be mentioned in earlier sections to contextualise the paper for the reader. The abstract could also be strengthened with this context.
Response 1: Thank you for the suggestion, the article has been improved by mentioning “behaviour” in earlier sections, such as the abstract, l. 42 and l. 91
Point 2: I am not sure what role Figure 1 plays , especially as its reproduced in German (in an English journal).
Response 2: Thank you for pointing out, the figure has been translated and exchanged.
Point 3: Repetition of sentencing lines 88 to 97> rephrase
Response 3: Thanks to your notion, these lines have been shortened and rephrased.
Reviewer 2 Report
1. There were inconsistencies in citation formation, sometimes the references were square bracketed, other times were in parenthesis, for instance p2, line 44 and 45. Please check the journal guidelines for the correct format.
2. p6, line 206: Authors were rightfully aware of the diversity issue in material design. I believe their approach could be helpful for future researchers, therefore I will be curious to see the actual list of student names and its development process in the Appendix.
3. p6, line 219: Quantative studies that used typical classroom disruptions could be supporting evidence of the validity of this step of "conceptualise the disruptions", for instance:
Borko, H. (2016). Methodological contributions to video-based studies of classroom teaching and learning: A commentary. ZDM, 48(1), 213–218. https://doi.org/10/gfs2vk.
Huang, Y., Richter, E., Kleickmann, T., Wiepke, A., & Richter, D. (2021). Classroom complexity affects student teachers’ behavior in a VR classroom. Computers & Education, 163, 104100. https://doi.org/10.1016/j.compedu.2020.104100
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. A. (2016). Teacher vision: Expert and novice teachers’ perception of problematic classroom management scenes. Instructional Science, 44(3), 243–265. https://doi.org/10/f8tcpm.
4. p6, line 242: The example of script structure is a great visual representation, but the content should be translated from German to English as this article is aiming at the global audience.
5. p11, line 377: Please use double quotes instead of single quote and check the rest of the manuscript.
6. p13, line 483: In the directions for future research, I would direct authors to two relevant directions:
- Simulation in professional development is another line of work that often make use of scripted videos. Are there anything we could learn from these studies?
Sommerhoff, D., Codreanu, E., Nickl, M., Ufer, S., & Seidel, T. (2022). Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process. Learning and Instruction, 101689. https://doi.org/10.1016/j.learninstruc.2022.101689
Bauer, E., Heitzmann, N., & Fischer, F. (2022). Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding. Studies in Educational Evaluation, 75, 101213. https://doi.org/10.1016/j.stueduc.2022.101213
- Staged teaching videos in virtual reality in which everything could be configured and not just the classroom events, for instance, students' appearances. Are there special affordances of VR vs. real scripted classroom videos for teacher education?
Richter, E., Hußner, I., Huang, Y., Richter, D., & Lazarides, R. (2022). Video-based reflection in teacher education: Comparing virtual reality and real classroom videos. Computers & Education, 190, 104601. https://doi.org/10.1016/j.compedu.2022.104601
Author Response
Point 1: There were inconsistencies in citation formation, sometimes the references were square bracketed, other times were in parenthesis, for instance p2, line 44 and 45. Please check the journal guidelines for the correct format.
Response 1: Thank you for noticing, the citation formation has been checked and corrected.
Point 2: p6, line 206: Authors were rightfully aware of the diversity issue in material design. I believe their approach could be helpful for future researchers, therefore I will be curious to see the actual list of student names and its development process in the Appendix.
Response 2: This is a very good suggestion, the list of student names per script has been added into the appendix.
Point 3: p6, line 219: Quantative studies that used typical classroom disruptions could be supporting evidence of the validity of this step of "conceptualise the disruptions", for instance: (“In the next step, we conceptualised the classroom disruptions for each of these sequences.”)
Response 3: Thank you very kindly for this valid point, with which we will strengthen our future research.
Point 4: p6, line 242: The example of script structure is a great visual representation, but the content should be translated from German to English as this article is aiming at the global audience.
Response 4: Thank you, the figure has been translated and exchanged.
Point 5: p13, line 483: In the directions for future research, I would direct authors to two relevant directions:
Response 5: Thank you for pointing out further directions of research, which have been added to complement this paragraph.
