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Then and now: developing capacity and transforming pedagogy in online pre-service teacher education

Rayner, C and Allen, J. M 2012, Then and now: developing capacity and transforming pedagogy in online pre-service teacher education, in AARE 2011 : Researching Acrossa Boundarieshe : Proceedings of the AARE International Research in Education Conference 2011, Australian Association for Research in Education, [Hobart, Tas.], pp. 1-1.

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Title Then and now: developing capacity and transforming pedagogy in online pre-service teacher education
Author(s) Rayner, C
Allen, J. M
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tas.)
Conference location Hobart, Tas.
Conference dates 27 Nov.- 1 Dec. 2011
Title of proceedings AARE 2011 : Researching Acrossa Boundarieshe : Proceedings of the AARE International Research in Education Conference 2011
Editor(s) Wright, Jan
Publication date 2012
Conference series Australian Association for Research in Education International Education Research Conference
Start page 1
End page 1
Total pages 1
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) online teaching
pre-service teacher course
interview dialogue
higher education
pedagogy
Summary The aim of the study reported in this paper was to evaluate the perceived benefit of video-recorded interviews as an alternative to the traditional lecture format in pre-service teacher education programs. Pre-service teachers traditionally struggle with the gap that they perceive exists between the theories taught at university and the practical competencies they require as teachers in primary and secondary school contexts. Additionally, they report that the shift from face-to-face to online delivery of course content, rapidly being adopted in the tertiary environment, seems to have often been made without associated shifts in format and pedagogy.

In the previously mentioned study, participants were drawn from cohorts of more than 300 pre-service teachers enrolled in an inclusive Education course in the Faculty of Education of an urban Australian university. The course was delivered both online and face-to-face on three campuses of the university to students in three different Education programs. In order to provide an alternative to the traditional lecture format, the developer of this course initiated and created video-recorded interview dialogues which were subsequently uploaded into the Faculty’s Learning Management System for student access. The interviews, conducted by the Course Coordinator, were held with a number of professionals with field experience relevant to key concepts of the course.

Data were collected from Student Evaluation of Teaching and Learning (SETL) questionnaires. The questionnaires were designed to gather both quantitative and qualitative data from the pre-service teachers about the extent to which the use of video-recorded interview dialogues enhanced their learning. In particular the questionnaires sought to ascertain whether, in the views of the pre-service teachers, this delivery method, first, engaged and interested them, and, second, assisted their learning through linking theory to practice. This paper provides a synthesis of the study’s findings and explores their implications for the delivery of learning experiences in both the online and on-campus modes of pre-service teacher education programs. A focus is placed on how video-recorded interviews can be used to enhance resource accessibility and to increase pre-service teachers’ engagement and learning in coursework.
ISSN 1324-9320
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064744

Document type: Conference Paper
Collection: School of Education
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Created: Thu, 26 Jun 2014, 08:39:49 EST by Jeanne Allen

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