Video feedback on practicum: demonstrating effective pedagogy and making children’s progress explicit

O'Neill, Shirley and Dann, Christopher (2018) Video feedback on practicum: demonstrating effective pedagogy and making children’s progress explicit. In: Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities. Advances in Higher Education and Professional Development (AHEPD). IGI Publishing (IGI Global), Hershey, PA, United States, pp. 113-139. ISBN 9781522526308

Abstract

This chapter highlights how the use of video feedback can support preservice teachers’ understanding of how to improve the ways in which they scaffold and monitor students’ literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students’ learning. Preservice teachers’ analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves’ explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers’ compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2018 by IGI Global.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 04 Jan 2018 05:22
Last Modified: 04 Jan 2018 05:52
Uncontrolled Keywords: active design, artefacts, cognitive move, dialogic community of inquiry, dialogic pedagogy, educational semiotic, explicit teaching, generative learners, language of learning, meaning making system, scaffolding, students’ formative learning, specific learning objective, turn-taking
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Identification Number or DOI: 10.4018/978-1-5225-2630-8.ch004
URI: http://eprints.usq.edu.au/id/eprint/32901

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