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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.

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

Journal Article Type Article
Acceptance Date Nov 26, 2013
Online Publication Date Apr 13, 2014
Deposit Date Dec 12, 2017
Publicly Available Date Dec 12, 2017
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
DOI https://doi.org/10.1080/02607476.2013.871163
Keywords teacher preparation, partnerships, video capture, student teachers, ‘third space’
Public URL http://eprints.nottingham.ac.uk/id/eprint/48661
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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