Can video with professional conversations improve teacher education?

Kathryn Moyle

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    Top of the Class, the recent House of Representatives Report of the Inquiry into Teacher Education has reinforced the importance of good practice and the value of the practical dimension of teaching as part of universities' higher education teacher education programs. At the same time, in Australia and in countries in which off-shore teacher education programs are conducted, there are three other concurrent concerns: 1. the shortage of science, maths and literacy teachers and teacher educators; 2. the integration of ICT into teaching and learning in schools and higher education; and 3. the availability of schools and high quality teachers in which pre-service teachers can undertake their practicum. Underpinning quality teacher education in any subject is the ability of the lecturers to develop in their students, knowledge and understandings of the relationships that exist between curriculum, teaching and learning, assessment and reporting. Demonstrating the links between these respective activities however, is a complex classroom task. Being able to see the links in practice helps to understand the inter-relationships between these concepts. This paper outlines how video case studies of exemplary teaching practice linked with professional conversations could be used to improve the quality of university teacher education
    Original languageEnglish
    Title of host publicationAARE 2007 International Educational Research Conference
    EditorsPeter L Jeffrey
    Place of PublicationAustralia
    PublisherAustralian Association for Research in Education
    Pages1-9
    Number of pages9
    Publication statusPublished - 2007
    EventAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving? - Fremantle, Australia
    Duration: 25 Nov 200729 Nov 2007

    Publication series

    NameAARE conference proceedings
    PublisherAustralian Association for Research in Education
    ISSN (Electronic)1324-9320

    Conference

    ConferenceAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?
    CountryAustralia
    CityFremantle
    Period25/11/0729/11/07

    Fingerprint

    conversation
    video
    teacher
    education
    university teacher
    Teaching
    teaching practice
    school
    learning
    best practice
    shortage
    literacy
    educator
    curriculum
    classroom
    university
    ability
    science
    Values
    student

    Cite this

    Moyle, K. (2007). Can video with professional conversations improve teacher education? In P. L. Jeffrey (Ed.), AARE 2007 International Educational Research Conference (pp. 1-9). (AARE conference proceedings). Australia: Australian Association for Research in Education.
    Moyle, Kathryn. / Can video with professional conversations improve teacher education?. AARE 2007 International Educational Research Conference. editor / Peter L Jeffrey. Australia : Australian Association for Research in Education, 2007. pp. 1-9 (AARE conference proceedings).
    @inproceedings{031c982511b34ca38a8963ac482ca771,
    title = "Can video with professional conversations improve teacher education?",
    abstract = "Top of the Class, the recent House of Representatives Report of the Inquiry into Teacher Education has reinforced the importance of good practice and the value of the practical dimension of teaching as part of universities' higher education teacher education programs. At the same time, in Australia and in countries in which off-shore teacher education programs are conducted, there are three other concurrent concerns: 1. the shortage of science, maths and literacy teachers and teacher educators; 2. the integration of ICT into teaching and learning in schools and higher education; and 3. the availability of schools and high quality teachers in which pre-service teachers can undertake their practicum. Underpinning quality teacher education in any subject is the ability of the lecturers to develop in their students, knowledge and understandings of the relationships that exist between curriculum, teaching and learning, assessment and reporting. Demonstrating the links between these respective activities however, is a complex classroom task. Being able to see the links in practice helps to understand the inter-relationships between these concepts. This paper outlines how video case studies of exemplary teaching practice linked with professional conversations could be used to improve the quality of university teacher education",
    author = "Kathryn Moyle",
    year = "2007",
    language = "English",
    series = "AARE conference proceedings",
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    booktitle = "AARE 2007 International Educational Research Conference",

    }

    Moyle, K 2007, Can video with professional conversations improve teacher education? in PL Jeffrey (ed.), AARE 2007 International Educational Research Conference. AARE conference proceedings, Australian Association for Research in Education, Australia, pp. 1-9, AARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?, Fremantle, Australia, 25/11/07.

    Can video with professional conversations improve teacher education? / Moyle, Kathryn.

    AARE 2007 International Educational Research Conference. ed. / Peter L Jeffrey. Australia : Australian Association for Research in Education, 2007. p. 1-9 (AARE conference proceedings).

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    Moyle K. Can video with professional conversations improve teacher education? In Jeffrey PL, editor, AARE 2007 International Educational Research Conference. Australia: Australian Association for Research in Education. 2007. p. 1-9. (AARE conference proceedings).