Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
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DOI：
10.1016/j.tate.2018.04.002
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发表时间：
2018-08-01
影响因子：
3.9
通讯作者：
Olympiou, George
中科院分区：
文献类型：
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作者：
Charalambous, Charalambos Y.;Philippou, Stavroula;Olympiou, George
虽然视频俱乐部已被用来支持（学生）教师的学习，通过反思实践，很少有人注意到他们的潜在用途，以支持参与者的做法在一段时间内的变化。以前的工作也在很大程度上把（学生）教师作为一个无差别的整体，以类似的方式受益于视频俱乐部。在这项研究中，我们的问题化这一假设，通过三个案例的学生教师，同时参加一个视频俱乐部在现场安置，以确保三种不同的学习路径。反思这些研究结果，我们讨论了差异化的视频俱乐部的方法，以解决不同的学生教师的影响。(C)2018爱思唯尔有限公司版权所有
Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers. (C) 2018 Elsevier Ltd. All rights reserved.