Year: 2018
Author: Galstaun, Vilma, Simpson, Alyson, Walker, Rebecca
Type of paper: Abstract refereed
Abstract:
Developing critical reflective practices in pre-service teachers (PSTS) is an important part of the teacher education program. The use of video in pre-service and in-service teacher education has been strongly supported in teacher education research in the past decade, as a tool to promote this process of reflection. More recently, the videoing of pre-service teachers’ practice has been adopted to demonstrate the impact of the teaching and learning by recording and reviewing Key Pedagogical Segments (KPS).
The Assessment for Graduate Teaching (AfGT) was developed by a consortium of initial teacher education providers in response to the call from AITSL to design a tool that is “appropriate, fair, feasible, valid and reliable” (Authors in press) that could be used to document teaching practice. We propose that video can be used as a critical reflection tool, which provides teachers with the opportunity to collect evidence of their teaching as well as observe their own teaching. Videos of actual enacted classroom practice have been adopted as one part of this holistic instrument to capture the knowledge work of teachers as an artefact that can be analysed for evidence of what PST know and can do and reflect on. The AfGT employs video data as one source of evidence of the PST’s intentionality (Noel, 2014) through their teaching in the context of working with students.
The introduction of a videoing component to a Teaching Performance Assessment (TPA) provides a focus on “the pre-service teacher’s capacity to understand the implications of pedagogical practice on student learning and to demonstrate that they meet the Australian Professional Standards for Graduate Teachers that relate to pedagogical practice” (AfGT, 2018, p. 27). The use of video in this context has many benefits for the PST creating both evidence of and opportunities to reflect critically on their pedagogical practice. It provides prompt material for dialogue with others that encourages iterative reflection on actions taken leading to greater professional awareness (Allard, Mayer, & Moss, 2014). However, challenges in the use of video for a TPA also need to be acknowledged including issues around using video safely, ethically and responsibly, permissions, technical support, digital literacy, preparation, equity and focus of selection. In this session we will examine the benefits and complexities that have emerged in the first full year of the AfGT around the use of video as a reflective tool to assist PSTs in the understanding of their pedagogical practice.
The Assessment for Graduate Teaching (AfGT) was developed by a consortium of initial teacher education providers in response to the call from AITSL to design a tool that is “appropriate, fair, feasible, valid and reliable” (Authors in press) that could be used to document teaching practice. We propose that video can be used as a critical reflection tool, which provides teachers with the opportunity to collect evidence of their teaching as well as observe their own teaching. Videos of actual enacted classroom practice have been adopted as one part of this holistic instrument to capture the knowledge work of teachers as an artefact that can be analysed for evidence of what PST know and can do and reflect on. The AfGT employs video data as one source of evidence of the PST’s intentionality (Noel, 2014) through their teaching in the context of working with students.
The introduction of a videoing component to a Teaching Performance Assessment (TPA) provides a focus on “the pre-service teacher’s capacity to understand the implications of pedagogical practice on student learning and to demonstrate that they meet the Australian Professional Standards for Graduate Teachers that relate to pedagogical practice” (AfGT, 2018, p. 27). The use of video in this context has many benefits for the PST creating both evidence of and opportunities to reflect critically on their pedagogical practice. It provides prompt material for dialogue with others that encourages iterative reflection on actions taken leading to greater professional awareness (Allard, Mayer, & Moss, 2014). However, challenges in the use of video for a TPA also need to be acknowledged including issues around using video safely, ethically and responsibly, permissions, technical support, digital literacy, preparation, equity and focus of selection. In this session we will examine the benefits and complexities that have emerged in the first full year of the AfGT around the use of video as a reflective tool to assist PSTs in the understanding of their pedagogical practice.