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Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
ARTICLE

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TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers.

Citation

Charalambous, C.Y., Philippou, S. & Olympiou, G. (2018). Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 49-61. Elsevier Ltd. Retrieved February 19, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.002

Keywords