Abstract
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies helped develop a four-pronged holistic proposal that places student-teachers in the role of both teacher and learner allowing the co-construction of teaching knowledge and the acquisition of digital competences and media literacy. This article outlines the pedagogical scheme and provides qualified evidence that supports arguments for its basis. © 2011 Elsevier Ltd.
| Original language | English |
|---|---|
| Pages (from-to) | 1151-1162 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 27 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 1 Oct 2011 |
Keywords
- Media literacy
- Project-based learning
- Reflective teaching
- Teacher education
- Video technology