Formative assessment via video feedback on practicum: implications for higher education and professional teacher accreditation bodies

Dann, Christopher and Dann, Beverly and O'Neill, Shirley (2018) Formative assessment via video feedback on practicum: implications for higher education and professional teacher accreditation bodies. 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. 158-183. ISBN 9781522526308

Abstract

University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities that preservice teachers need to learn and develop as teachers, and provide evidence of attaining the requisite standard required for obtaining a teaching position. This places the Initial Teacher Education programs in a unique position to lead much needed systemic change to transform the learning experiences of preservice teachers in schools. However, at the same time, there are challenges involved in creating innovative programs that align with the requirements of stakeholders, which in the first instance involve: accreditation authorities, universities, early childhood agencies and government. This chapter discusses how video feedback might act as a catalyst for change. First it addresses how it provides the conditions necessary to stimulate focused reflective dialogues that align to the graduate standards and lesson objectives, and second the implications for the field.


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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 05:50
Last Modified: 19 Jun 2018 00:10
Uncontrolled Keywords: accreditation, feedback, feed-forward, initial teacher education, monologue, reflective dialogue, specific learning objectives, standards
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.ch006
URI: http://eprints.usq.edu.au/id/eprint/32903

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