The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on a One Year Preservice Teacher Education Program in Ireland Article
Angela Rickard, Claire McAvinia, Nigel Quirke-Bolt, NUI Maynooth, Ireland
Journal of Technology and Teacher Education Volume 17, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The project described created a stimulating and professionally relevant way for pre-service teacher education to build student teachers’ skills in critical reflection, collaboration and communication. Using a constructivist approach throughout, the project’s key objectives were: to help students overcome resistance to using technology; to bridge the gap between teaching practice and university learning; to build student teachers’ awareness of ethical and logistical issues pertaining to recording in the classroom, and to evaluate alternative methods of assessment. Initial concerns about collaborative group work and technology were replaced by a positive appreciation of their relevance for teaching. The assessment methods were valued by the students.
Rickard, A., McAvinia, C. & Quirke-Bolt, N. (2009). The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on a One Year Preservice Teacher Education Program in Ireland. Journal of Technology and Teacher Education, 17(3), 349-367. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 24, 2017 from https://www.learntechlib.org/p/28268/.
© 2009 SITE
- Barnett, M., Harwood, W., Keating, T., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics, 102(6), 299-313.
- Beck, R. J. (2002). Effects of videocase construction on preservice teachers’ observations of teaching. The Journal of Experimental Education, 70(4), 345-361.
- Bencze, L., Hewitt, J., & Pedretti, E. (2001). Multi-media case methods in pre-service science education: Enabling an apprenticeship for Praxis. Research in Science Education, 31, 191-209.
- Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: JosseyBass.
- Busch, R. (1989). The use of videotaped tutoring sessions to improve student performance. Reading Improvement 26, 24-28.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.
- Derham, C., & DiPerna, J. (2007). Digital professional portfolios of preservice teaching: An initial study of score reliability and validity. Journal of Technology and Teacher Education, 15(3), 363-381.
- European Commission. (2002). EEurope 2005, An information society for all, action plan. Luxembourg, Luxembourg: European Commission.
- Government of Ireland. (1997). Schools IT 2000: A policy framework for the new millennium. Dublin, Ireland: Government Publications.
- Hargreaves, A. (2003). Teaching in the knowledge society. Buckingham, UK: Open University Press.
- Hrastinski, S., & Keller, C. (2007). An examination of research approaches that underlie research in educational technology: A review from 2000 to 2004. Journal of Educational Computing Research, 36(2), 175-190.
- Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies (2nd ed.). New York: RoutledgeFalmer.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. London: Cambridge University Press.
- Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1998). New technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33-52.
- McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 39-52). London: Falmer.
- Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory. Harvard Educational Review, 74(3), 273-306.
- Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11(1), 95-116.
- Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-11.
- Read, D., & Cafolla, R. (1999). Multimedia portfolios for pre-service teachers: From theory to practice. Journal of Technology and Teacher Education, 7(2), 97-113.
- Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- Thomson, W. S. (1992). Using videotape as a supplement to traditional student teacher supervision. (ERIC Document Reproduction Service No. ED357014)
- Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
- Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
- Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.
- Yerrick, R., Ross, D., & Molebash, M. (2005). Too close for comfort: Real-time science teaching reflections via digital video editing. Journal of Science Teacher Education, 16(4), 351-375.
- Zeichner, K., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.