NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069067
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0261-9768
Pre-Service Teachers' Meaning-Making When Collaboratively Analysing Video from School Practice for the Bachelor Project at College
Nielsen, Birgitte Lund
European Journal of Teacher Education, v38 n3 p341-357 2015
The study follows a group of student teachers (STs) facilitated in collaboratively analysing video recordings of their school practice experiences, required for their bachelor projects. Their meaning-making is examined in terms of what they experienced as outcomes, how they constructed understanding and how their interpretation of classroom experiences developed. The findings reveal that the structured collaborative analysis supported the STs in a more nuanced consideration of concrete incidents and in reconstructing their experiences with a focus on student learning. They noted the benefit of the peer support and had a positive view of the structured approach. Additionally, they emphasised insights gained by starting from a fine-grained analysis of concrete problems encountered in their school practice before applying theory. They did, however, resort to more general abstractions in their reports.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark