Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849793 | Teaching and Teacher Education | 2018 | 13 Pages |
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.
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Social Sciences
Education
Authors
Charalambos Y. Charalambous, Stavroula Philippou, George Olympiou,