Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher
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| Title: | Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher |
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| Language: | English |
| Authors: | Sexton, Steven S., Williamson-Leadley, Sandra |
| Source: | Science Education International. Jun 2017 28(2):172-179. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Expertise, Video Technology, Professional Identity, Preservice Teachers, Preservice Teacher Education, Elementary School Curriculum, Communities of Practice, Protocol Materials, Protocol Analysis, Teaching Methods, Student Teaching, Professional Development, Capacity Building, Foreign Countries |
| Geographic Terms: | New Zealand |
| ISSN: | 1450-104X |
| Abstract: | This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of reflexivity and adaptive expertise. Student teachers self-selected a community of practice to include two experienced teachers acting as facilitators. Using a secure video capturing system, student teachers collected samples of teaching practice. Then, through student teacher led discussions, they and their community of practice examined how they were developing as teachers. Results indicate how video capturing provided the experiences necessary for these student teachers to reflect on teaching practice and learn how to think, know, feel, and act like a teacher. Implications of this research highlight the benefits of student teachers actually seeing their own teaching practice, and then, using these examples of teaching as evidence of how they were becoming reflexive and adaptive teachers. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2017 |
| Accession Number: | EJ1155909 |
| Database: | ERIC |
| Abstract: | This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of reflexivity and adaptive expertise. Student teachers self-selected a community of practice to include two experienced teachers acting as facilitators. Using a secure video capturing system, student teachers collected samples of teaching practice. Then, through student teacher led discussions, they and their community of practice examined how they were developing as teachers. Results indicate how video capturing provided the experiences necessary for these student teachers to reflect on teaching practice and learn how to think, know, feel, and act like a teacher. Implications of this research highlight the benefits of student teachers actually seeing their own teaching practice, and then, using these examples of teaching as evidence of how they were becoming reflexive and adaptive teachers. |
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| ISSN: | 1450-104X |
