ERIC Number: EJ999993
Record Type: Journal
Publication Date: 2012
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-9620
EISSN: N/A
Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy
Juzwik, Mary M.; Sherry, Michael B.; Caughlan, Samantha; Heintz, Anne; Borsheim-Black, Carlin
Teachers College Record, v114 n3 2012
Background/Context: This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study: In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design: Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others' practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year "digital reflection" drawing on all of these materials. Conclusions/ Recommendations: Based upon analysis of teacher candidates' moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.
Descriptors: Feedback (Response), Video Technology, Reflection, Social Networks, Multiple Literacies, Web 2.0 Technologies, English Teachers, Preservice Teacher Education, Secondary School Teachers, Student Teachers, Internship Programs, Protocol Materials, Peer Relationship, Instructional Design, Computer Assisted Instruction, Computer Mediated Communication
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A