Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education

Autor/inn/en	Marsh, Brian; Mitchell, Nick; Adamczyk, Peter
Titel	Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education
Quelle	In: Computers & Education, 54 (2010) 3, S.742-748 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.09.011
Schlagwörter	Observation; Preservice Teachers; Teacher Attitudes; Reflective Teaching; Preservice Teacher Education; Science Teachers; Program Evaluation; Protocol Materials; Interviews; Teacher Educators; Mentors; Questionnaires; Educational Benefits; Teaching Methods; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Electronic Learning; Technology Integration; Computer System Design; Interactive Video + Suchen Sie Ihr Suchwort? Beobachtung; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation; Unterrichtsprotokoll; Interviewing; Interviewtechnik; Teacher education; Education; Lehrerbildung; Fragebogen; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Interaktives Video
Abstract	The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to live interaction with schools. This paper presents some of the findings of a 2 year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees' observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. Our main findings point to InSTEP enhancing and accelerating the growth of trainee teachers' professional knowledge through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10