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Conference Paper: Towards a model of effective use of video for teacher professional development
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TitleTowards a model of effective use of video for teacher professional development
 
AuthorsYung, BHW
Yip, VWY
Lai, C
Lo, FY
 
KeywordsVideo
Teacher professional development
Learning outcomes
 
Issue Date2010
 
CitationThe International Seminar, hosted by the national network of Science Learning Centres and University of York Science Education Group (UYSEG), York, U.K., February 2010. [How to Cite?]
 
AbstractBased on previous research, this paper proposes an emerging model to outline the learning outcomes that teacher education programmes using video should consider. Besides cognitive and psychomotor learning, the affective and social needs of teachers are also highlighted in the model to inform the development of video-mediated teacher professional activities. Three broad strategies are identified in the model for bringing forth the learning outcomes, namely, critical reflection, meaningful comparison and productive discussion. These interact to shape the landscape of teacher professional learning. The model also identifies the key role of facilitators and the importance of video selection in enhancing teacher learning via video-mediated activities. It is suggested that the emergent model can serve as a heuristic guide on effective use of video for teacher professional development.
 
DC FieldValue
dc.contributor.authorYung, BHW
 
dc.contributor.authorYip, VWY
 
dc.contributor.authorLai, C
 
dc.contributor.authorLo, FY
 
dc.date.accessioned2010-12-23T08:44:21Z
 
dc.date.available2010-12-23T08:44:21Z
 
dc.date.issued2010
 
dc.description.abstractBased on previous research, this paper proposes an emerging model to outline the learning outcomes that teacher education programmes using video should consider. Besides cognitive and psychomotor learning, the affective and social needs of teachers are also highlighted in the model to inform the development of video-mediated teacher professional activities. Three broad strategies are identified in the model for bringing forth the learning outcomes, namely, critical reflection, meaningful comparison and productive discussion. These interact to shape the landscape of teacher professional learning. The model also identifies the key role of facilitators and the importance of video selection in enhancing teacher learning via video-mediated activities. It is suggested that the emergent model can serve as a heuristic guide on effective use of video for teacher professional development.
 
dc.description.naturepostprint
 
dc.description.otherThe International Seminar, hosted by the national network of Science Learning Centres and University of York Science Education Group (UYSEG), York, U.K., February 2010.
 
dc.identifier.citationThe International Seminar, hosted by the national network of Science Learning Centres and University of York Science Education Group (UYSEG), York, U.K., February 2010. [How to Cite?]
 
dc.identifier.hkuros178040
 
dc.identifier.urihttp://hdl.handle.net/10722/129911
 
dc.languageeng
 
dc.relation.ispartofThe International Seminar
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subjectVideo
 
dc.subjectTeacher professional development
 
dc.subjectLearning outcomes
 
dc.titleTowards a model of effective use of video for teacher professional development
 
dc.typeConference_Paper
 
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<contributor.author>Yip, VWY</contributor.author>
<contributor.author>Lai, C</contributor.author>
<contributor.author>Lo, FY</contributor.author>
<date.accessioned>2010-12-23T08:44:21Z</date.accessioned>
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<date.issued>2010</date.issued>
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<description.abstract>Based on previous research, this paper proposes an emerging model to outline the learning outcomes that teacher education programmes using video should consider. Besides cognitive and psychomotor learning, the affective and social needs of teachers are also highlighted in the model to inform the development of video-mediated teacher professional activities. Three broad strategies are identified in the model for bringing forth the learning outcomes, namely, critical reflection, meaningful comparison and productive discussion. These interact to shape the landscape of teacher professional learning. The model also identifies the key role of facilitators and the importance of video selection in enhancing teacher learning via video-mediated activities. It is suggested that the emergent model can serve as a heuristic guide on effective use of video for teacher professional development.</description.abstract>
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