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Video technology as pedagogy: past teacher education students speak to current students through performed research

Ludecke, Michelle 2015, Video technology as pedagogy: past teacher education students speak to current students through performed research, in ISATT 2015: International Study Association of Teachers and Teaching: Teaching for Tomorrow Today, ISATT, Reading, Eng., pp. 533-540.

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Title Video technology as pedagogy: past teacher education students speak to current students through performed research
Author(s) Ludecke, Michelle
Conference name International Study Association of Teachers and Teaching. Conference (17th : 2015: Auckland, New Zealand)
Conference location Auckland, New Zealand
Conference dates 14-17 Jul. 2015
Title of proceedings ISATT 2015: International Study Association of Teachers and Teaching: Teaching for Tomorrow Today
Editor(s) Garbett, D.
Ovens, A.
Publication date 2015
Start page 533
End page 540
Total pages 7
Publisher ISATT
Place of publication Reading, Eng.
Summary This paper reports the use of video representations of first-year teachers’ experiences in teacher education workshops that focus on the transition to teaching. This use of video technology is a responsive act that draws on the notion of looking back, where graduates ‘speak to’ current students. Video footage of the performed research ‘The First Time’ shaped activities and discussions in the unit. Workshop/video themes included teacher identity discourses; epiphanic and revelatory moments of transition to becoming a teacher; and preparing for job applications and interviews. A range of data including semi-structured interviews with undergraduate students upon completion of the workshops were analysed within a phenomenographic paradigm, with the aim of describing variations of conception that people have of a particular phenomenon (Sin, 2010). The investigation of the use of video technology as a pedagogical approach to promote critical thinking about the transition to teaching revealed a range of conceptual meanings. These meanings were classified into categories according to their similarities and differences concerning the effectiveness of the technological tool in assisting undergraduates in their transition to teaching. Participants’ conceptions of the phenomenon are individual and relational, and as such results were quite varied. Emergent varied themes include: ‘I now know what it is that I need to learn’; ‘Is this theory or practice?’; and ‘I don’t do drama’. Similarities include: ‘Preparing for the unexpected’. The use of video technology was deemed effective in creating workshop content from the past, in order to teach for tomorrow.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2015, Michelle Ludecke
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074614

Document type: Conference Paper
Collections: School of Education
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Created: Tue, 21 Jul 2015, 17:18:06 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.