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Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis

Youens, Bernadette; Smethem, Lindsey; Sullivan, Stefanie

Authors

Lindsey Smethem



Abstract

This paper explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors (student teacher, school mentor and university tutor) and knowledge (academic, professional and practical) are disrupted. The study, based in a teacher education department in an English university, is contextualised in the policy context of school–university partnerships. Video capture is used as a vehicle to promote dialogue and collaborative practice between partners during school-based elements of a teacher preparation course. Analysis highlights the power of this space to promote reciprocal learning across the partnership.

Journal Article Type Article
Journal Journal of Education for Teaching
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 2
APA6 Citation Youens, B., Smethem, L., & Sullivan, S. (in press). Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching, 40(2), https://doi.org/10.1080/02607476.2013.871163
DOI https://doi.org/10.1080/02607476.2013.871163
Keywords teacher preparation, partnerships, video capture, student teachers, ‘third space’
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/02607476.2013.871163
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 13 Jan 2014, available online: http://www.tandfonline....0/02607476.2013.871163.

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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