Enabling and supporting remote classroom teaching observation: live video conferencing uses in initial teacher education
Abstract
In this paper the authors present findings from a small-scale study in order to extend their understanding of using live video conferencing in initial teacher education. Four distinct steps, consisting of observation, contextualisation, reflection and development of personal practices, were identified based on an in-depth focus group interview. The authors argue that current conceptualisations of video conferencing are limited in their scope in terms of focusing predominantly on pragmatic and instrumental teacher training issues. They suggest that video conferencing needs to be integrated further into training practices in order to be truly beneficial and to have long-term effects for all continuous professional development, based on the opportunities that live video conferencing offers above face-to-face observations and lesson recordings.
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Videos supported students in accessing a range of classroom practices in a safe environment, linking theory and practice in a supportive setting, supporting professional dialogue through the joint construction of knowledge, and developing critical personal teaching practices.
“They supported students in accessing a range of classroom practices in a safe environment (observation), linking theory and practice in a supportive setting (contextualisation), supporting professional dialogue through the joint construction of knowledge (reflection) and developing critical personal teaching practices (action) (Wang and Wiesemes 2012).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Wang and Wiesemes 2012
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1× · see citing works
“Also informed by the theoretical perspective of the situated nature of learning (Brown, Collins, & Duguid, 1989) and community of practice (Wenger, 1999), Mitchell et al. (2008) used the terms ‘ contextualisation ’ and ‘ decontextualisation ’ to describe the implementation of live video…”
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COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
- Authors
- Wang, R., & Wiesemes, R.
- Affiliations
- University of Nottingham (GB)
- b Hockerill Anglo-European College , UK
- Corresponding author
- Wang, RuoLan
- ORCID
- Wang, RuoLan
- Venue
- Technology, Pedagogy and Education
- Publisher
- Informa UK Limited
- Published
- 2012-09-28
- Volume
- 21
- Issue
- 3
- Pages
- 351-360
- ISSN
- 0962-029X (ISSN-L)
- 1475-939X
- 1747-5139
- OpenAlex
- W1973007286
- Cited by
- 20
- References
- 2
- Citations by year
- 2026: 1 · 2023: 2 · 2021: 8 · 2020: 3 · 2019: 2 · 2018: 1 · 2017: 2 · 2015: 1
- FWCI
- 1.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Technology Pedagogy and Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- initial teacher education, teacher professional development, reflective practice, teacher training practices, continuing professional development
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