Supporting school-based initial teacher training with interactive video

This paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school-based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school-based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools' staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video for ITT

Training of Teachers of Occupation-Related Programmes

The international debates surrounding teaching acknowledge the complexity of this activity. Perhaps one may argue that the teaching of occupation-related courses offers an additional challenge. These courses encompass pre-university, university and professional levels. There are lacuna of research in the areas of: teaching knowledge of teachers with occupational-related courses and a curriculum solution to the training of such teachers. This chapter seeks to address these two gaps in the training of teachers of occupation-related programmes. The first relates to teaching knowledge by examining critically the notion of teaching knowledge and its import in teacher education/training curriculum and alongside these, the need for research-based evidence. The second refers to a pedagogical solution using digitally recorded teaching sessions as a reflective peer review process to collaboratively and constructively support peer learning and enhance quality teaching via teaching knowledge. This chapter also draws on theoretical frameworks relating to the studies surrounding teaching knowledge, the importance of knowledge in curricula, and the use of recontextualisation processes to gain a better understanding of the uses of teaching knowledge in the training of teacher of occupational courses. The other frameworks draw on multimodality for understanding the interactions of digital technologies and reflective learning for collaborative peer review learning. The empirical data is drawn from two projects using qualitative and quantitative research methods. These studies were carried out in England. One studied the teaching knowledge of those delivering occupational courses and they included those teaching on: pre-university areas such as equine studies and gas fitting; university programmes such as dental hygiene and accountancy; and professional areas of clinical studies (e.g. general medicine and emergence medicine). The other study investigated the application of digitally recorded teaching sessions. After a re-examination of the data in order to focus on the aims of the investigation, the discussion and findings are delineated from the two projects together with the theoretical frameworks. The chapter finally offers contributions from this paper and implications for individual teachers, related institutions and policy-makers

Locating the third space in Initial Teacher Training

Since changes to Initial Teacher Education (ITE) in 1992, school–university partnerships for Postgraduate Certificate in Education (PGCE) courses in the UK have grown closer than ever. Yet, even with lessened hierarchy and increased dialogue, gaps between what is learnt at university and what is experienced at school remain. Taking Bhabha and Zeichner’s use of the theoretical concept of ‘third space’, this exploratory paper documents the author’s attempt to locate and negotiate a hybrid space where a cohort of religious education (RE) student teachers’ experiences can be mediated, and the gap between theory and practice reduced

Exploring the development of reflective practice with trainee teachers, using video annotation software

The initial teacher training programme at Middlesex University provided an opportunity to explore the development of reflective practice in initial teacher training, using video annotation software to capture reflective comments. The participants were studying for their postgraduate certificate in secondary education, at Masters level, on the science subject pathway. An action research approach was used to video microteaching and capture reflective commentary of participants after these recorded sessions. The project constituted two action research cycles each of which was followed by a focus group discussion to reflect more fully, evaluate the approach and assessment focus and inform in-project adaptations between cycles. This paper outlines the key findings relating to development of reflective practice, the use of video to capture this practice and the use of annotation software to capture reflective practice. The findings show positive perceptions of the use of video and the software used, affirming findings from existing literature. Development of reflective practice in this study notably included greater depth over time, a developing use of educational terminology, greater focus on questions within reflective comments, attention to pedagogical subject knowledge and feeding forward to future improvements, completing the reflective cycle. Another key finding was the development of a focus on student activity later in training, from a focus on teacher (participant) activity earlier in the training. A unique aspect of this study was the inclusion of both self-assessment and peer- assessment opportunities, planned to dovetail with the stage of training for the participants of the study and in response to their feedback between cycles. The second cycle of microteaching and reflection provided rich opportunities for reflection through collaborative peer-peer work, in line with recommendations from much of the existing research in this field. The use of annotation software facilitated the capture of participant’s collaborative reflections, giving rich data upon which conclusions are drawn. In addition to the existing body of literature, this study highlighted a focus on the affective aspects of reflective practice, discussion about which is sometimes overlooked in the findings of existing initial teacher training (ITT) literature, despite being an embedded factor in many theoretical models of reflection. The capture of these affective elements of developing reflective practice merits further exploration and is a recommendation of this study

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Information Technology in Special Education

This chapter sets out to examine the role that information technology can play in the education of students with special needs. The scope of such needs and the main issues in the field are set out briefly. The theories underpinning learning with information technology are outlined and the aims of integrating computing in special education are discussed. Research evidence supporting the perceived benefits of information technology in special education is assessed and the common applications are considered in the context of their special needs usage

The evaluation of a university In-School Teacher Education Project in Science (INSTEP)

The university In-School Teacher Education Project in Science (INSTEP) used interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol1 (IP) cameras and mounted microphones in school laboratories in six partner schools and the university teaching room, trainees and their tutors had access to live interaction with schools. This was a live feed of video and audio material, relayed from the school classrooms and reproduced on interactive whiteboards at the University. Image and sound processing software enabled users remotely to observe school classrooms and focus on particular features of pupil and teacher activity. Cameras and microphones placed at the University allowed links to function in both directions, enabling a variety of two-way interactions between teacher educators and student teachers at the University and teachers in schools. The INSTEP technology did not simply provide a single connection to a remote classroom: it created a number of opportunities for interaction within the teacher education classroom as the student teacher became part of a network of two-way connections enabling powerful and flexible learning experiences. In the course of university-based sessions structured around the contemporaneous observation of remote classrooms through the INSTEP video and audio links, student teachers were able to interact with classroom practitioners, tutors and with their peers. This thesis presents the findings of the internal evaluation of INSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes. However, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. INSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to INSTEP-type activities having the potential to enhance the development of trainees‘ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the linking of theory with practice and the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with primary data generated by part-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. The main findings point to INSTEP 1. Facilitating the link between theory and practice; 2. Enhancing and accelerating the professional knowledge of the trainee teachers through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy. Additionally there appears to be a number of missed opportunities, e.g. the recording of lessons, the professional development and training of mentors and the use for continuing professional development in schools that may have enhanced the trainee experience further. There are also issues arising from being an insider-researcher that are considered in this work. The research was undertaken in the context of complex relationships including: 1. Being an internal evaluator working closely with an external evaluator; 2. Role and identity duality – particularly with respect to the university tutor team. 1 An Internet protocol camera, or IP camera, is a type of digital video camera that can send and receive data via a computer network and the Internet

PROFESSIONAL DEVELOPMENT IN CONTEXT: INVESTIGATING IN-SERVICE DEVELOPMENT PROGRAMS FOR SYRIAN TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE DURING TIMES OF MILITARY CONFLICT

The purpose of this study is to research how teaching practices and in-service professional development of English language teachers’ in Syria have been affected during times of military conflict: what impact English language teachers in Syria perceive the professional development programs they are required to attend have on their teaching and the learning environments they provide for their students, and how this perceived impact relates to the country’s current military conflict; and to explore the ways that teachers can be assisted to enhance their in-service professional development in a country experiencing a military conflict. Thus, by probing these two issues, this study provides the foundation for the initiation of pedagogical change based on a systematic approach towards in-service teacher training programs, exploring the training needs of teachers in light of the current military conflict, and on the Syrian teachers of English as a Foreign Language own perspectives on both these programs and their in-class practices. The importance of this research grows from the scarcity of empirical data on the EFL Syrian teachers’ previous or current practices in their classrooms and in regard to the in-service training they have received. In order to comprehensively address the complexity of the research questions, a mixed method research design using both quantitative and qualitative methods was applied. This allowed for triangulation of data, in order to achieve greater validity and reliability in the study. The methods were designed to be closely related to each other to ensure a fully integrated research design. The questions were investigated through a mixed method approach using a structured survey and teachers’ journal-logs. Concept mapping of teachers’ responses to the open-ended question in the survey served as a check on researcher bias and allowed respondents in the survey population to identify and name clusters of the participants’ responses. The research revealed that the designers of the in-service development programs for Syrian teachers of English as a Foreign Language overlooked the fact that public education is a system in permanent interaction with various individuals with different needs, facing different challenges in different environments. The survey respondents did not believe that the Ministry of Education’s approaches to engage the EFL teachers and their students have been effective. The study revealed that Syrian EFL teachers were not trained to recognize or deal with classroom issues related to or affected by the military conflict. In more general terms, teacher respondents were skeptical about centralized in-service development programs. Therefore, there is a need for a design structured upon the micro attributes and analysis of the specific EFL teachers’ needs in the context of their actual classroom environment. This can occur by involving the teachers in what needs to be included in the programs. This research adds to both international literature on the theme of education in conflict areas in general, and to Syrian EFL teaching during times of military conflict in particular. This research is unique in that it was conducted and completed while the military conflict was still ongoing, unlike most retrospective studies that are conducted after conflicts have been resolved. Another distinctive element of this research, methodologically speaking, is that up to this date, there has not been any empirical research that has examined Syrian in-service EFL programs or their effectiveness from the EFL teachers’ perspectives prior or during The study provides a solid foundation for a systematic redesign of Syrian EFL in-service development programs in a manner that addresses both the teachers’ needs and the students’ language-learning needs while taking into consideration the immediate class environment and broader military conflict