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Conference Paper: Towards a model of effective use of video for teacher professional development

TitleTowards a model of effective use of video for teacher professional development
Authors
KeywordsVideo
Teacher professional development
Learning outcomes
Issue Date2010
Citation
The 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.
Persistent Identifierhttp://hdl.handle.net/10722/129911

 

DC FieldValueLanguage
dc.contributor.authorYung, BHWen_US
dc.contributor.authorYip, VWYen_US
dc.contributor.authorLai, Cen_US
dc.contributor.authorLo, FYen_US
dc.date.accessioned2010-12-23T08:44:21Z-
dc.date.available2010-12-23T08:44:21Z-
dc.date.issued2010en_US
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.en_US
dc.identifier.urihttp://hdl.handle.net/10722/129911-
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.languageengen_US
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 developmenten_US
dc.typeConference_Paperen_US
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_US
dc.identifier.emailYip, VWY: valyip@hku.hken_US
dc.identifier.emailLai, C: h0194031@hku.hk-
dc.identifier.emailLo, FY: h0689593@hku.hk-
dc.identifier.authorityYung, BHW=rp00985en_US
dc.description.naturepostprint-
dc.identifier.hkuros178040en_US
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.-

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