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

File Download
Supplementary
  • Basic View
  • Metadata View
  • XML View
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 Field
Value
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