ERIC Number: EJ1069372
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Critical Assessment of Video Production in Teacher Education: Can Video Production Foster Community-Engaged Scholarship?
McGill Journal of Education, v49 n3 p661-673 2014
In the theoretical framework of production pedagogy, I reflect on a video production project conducted in a teacher education program and discuss the potential of video production to foster community-engaged scholarship among pre-service teachers. While the importance of engaging learners in creating media has been emphasized, studies show little evidence of its pedagogical usefulness. In particular, what learners actually learn through video production, and how it contributes to their learning, remains relatively unknown. In this article, I examine pre-service teachers' reflections on their participation in the video project and argue that, to promote community-engaged scholarship, teacher educators should encourage pre-service teachers to interact with people in their communities in making videos.
Descriptors: Teacher Education Programs, Video Technology, Film Production, Preservice Teacher Education, Preservice Teachers, Scholarship, Student Teacher Attitudes, Student Projects, Reflection, Essays, Self Efficacy, Educational Benefits, School Community Relationship, Creative Activities, Foreign Countries
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada