Pre-service teachers’ meaning-making when collaboratively analysing video from school practice for the bachelor project at college

Publikation: Forskning - peer reviewTidsskriftartikel

The study follows a group of student teachers (STs) facilitated in collaboratively analysing video recordings of their school practice experiences, required for their bachelor projects. Their meaning-making is examined in terms of what they experienced as outcomes, how they constructed understanding and how their interpretation of classroom experiences developed. The findings reveal that the structured collaborative analysis supported the STs in a more nuanced consideration of concrete incidents and in reconstructing their experiences with a focus on student learning. They noted the benefit of the peer support and had a positive view of the structured approach. Additionally, they emphasised insights gained by starting from a fine-grained analysis of concrete problems encountered in their school practice before applying theory. They did, however, resort to more general abstractions in their reports.
OriginalsprogEngelsk
TidsskriftEuropean Journal of Teacher Education
Vol/bind38
Tidsskriftsnummer3
Sider (fra-til)341-357
Antal sider17
ISSN0261-9768
DOI
StatusUdgivet - 2015

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