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 Category	Edited book (chapter)
ERA Publisher ID	2177
Book Title	Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities
Authors	Dann, Christopher (Author), Dann, Beverly (Author) and O'Neill, Shirley (Author)
Editors	Richardson, Tony, Dann, Beverly, Dann, Christopher and O'Neill, Shirley
Page Range	158-183
Series	Advances in Higher Education and Professional Development (AHEPD)
Chapter Number	6
Number of Pages	26
Year	2018
Publisher	IGI Global
Place of Publication	Hershey, PA, United States
ISBN	9781522526308
	9781522526315
ISSN	2327-6983
	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.
Keywords	accreditation, feedback, feed-forward, initial teacher education, monologue, reflective dialogue, specific learning objectives, standards
ANZSRC Field of Research 2020	390102. Curriculum and pedagogy theory and development
Public Notes	Copyright © 2018 by IGI Global.
Byline Affiliations	Edith Cowan University
	University of the Sunshine Coast
	School of Linguistics, Adult and Specialist Education
Institution of Origin	University of Southern Queensland

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