Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education Stutchbury, Kris Woodwardh, Clare
dc.coverage.placeName India en_US
dc.coverage.placeName Bangladesh en_US
dc.coverage.spatial Asia en_US 2017-08-10T23:00:56Z 2017-08-10T23:00:56Z 2017-07
dc.description.abstract You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution. en_US
dc.identifier.issn 2311-1550
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;vol. 4, no. 2
dc.rights.uri en_US
dc.source.uri en_US
dc.subject Teacher Education en_US
dc.subject Professional Development en_US
dc.subject Information and Communication Technology (ICT) en_US
dc.title Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education en_US
dc.type Article en_US
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