Formative assessment via video feedback on practicum: implications for higher education and professional teacher accreditation bodies

Edited book (chapter)


Dann, Christopher, Dann, Beverly and O'Neill, Shirley. 2018. "Formative assessment via video feedback on practicum: implications for higher education and professional teacher accreditation bodies." Richardson, Tony, Dann, Beverly, Dann, Christopher and O'Neill, Shirley (ed.) Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities. Hershey, PA, United States. IGI Global. pp. 158-183
Chapter Title

Formative assessment via video feedback on practicum:
implications for higher education and professional teacher accreditation bodies

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleFormative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities
AuthorsDann, Christopher (Author), Dann, Beverly (Author) and O'Neill, Shirley (Author)
EditorsRichardson, Tony, Dann, Beverly, Dann, Christopher and O'Neill, Shirley
Page Range158-183
SeriesAdvances in Higher Education and Professional Development (AHEPD)
Chapter Number6
Number of Pages26
Year2018
PublisherIGI Global
Place of PublicationHershey, PA, United States
ISBN9781522526308
9781522526315
ISSN2327-6983
2327-6991
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-5225-2630-8.ch006
Web Address (URL)https://www.igi-global.com/gateway/chapter/183070
Abstract

University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities that preservice teachers need to learn and develop as teachers, and provide evidence of attaining the requisite standard required for obtaining a teaching position. This places the Initial Teacher Education programs in a unique position to lead much needed systemic change to transform the learning experiences of preservice teachers in schools. However, at the same time, there are challenges involved in creating innovative programs that align with the requirements of stakeholders, which in the first instance involve: accreditation authorities, universities, early childhood agencies and government. This chapter discusses how video feedback might act as a catalyst for change. First it addresses how it provides the conditions necessary to stimulate focused reflective dialogues that align to the graduate standards and lesson objectives, and second the implications for the field.

Keywordsaccreditation, feedback, feed-forward, initial teacher education, monologue, reflective dialogue, specific learning objectives, standards
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

Copyright © 2018 by IGI Global.

Byline AffiliationsEdith Cowan University
University of the Sunshine Coast
School of Linguistics, Adult and Specialist Education
Institution of OriginUniversity of Southern Queensland
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