Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential
TATE Volume 24, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd
This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development.
Pratt, N. (2008). Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential. Teaching and Teacher Education: An International Journal of Research and Studies, 24(6), 1476-1486. Elsevier Ltd.
- Cooperating Teachers
- Education policy
- educational policy
- educational technology
- Foreign Countries
- International comparison
- preservice teacher education
- Sociocultural Patterns
- student teachers
- teacher attitudes
- Teacher Educators
- teacher training
- Teaching Experience
- teaching methods
- teaching practice
- technology integration
Cited ByView References & Citations Map
Carol Johnson, University of Calgary, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1183–1188
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