Formative assessment via video feedback on practicum: Implications for higher education and professional teacher accreditation bodies
Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities
Place of Publication
School of Education
University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities that preservice teachers need to learn and develop as teachers, and provide evidence of attaining the requisite standard required for obtaining a teaching position. This places the Initial Teacher Education programs in a unique position to lead much needed systemic change to transform the learning experiences of preservice teachers in schools. However, at the same time, there are challenges involved in creating innovative programs that align with the requirements of stakeholders, which in the first instance involve: accreditation authorities, universities, early childhood agencies and government. This chapter discusses how video feedback might act as a catalyst for change. First it addresses how it provides the conditions necessary to stimulate focused reflective dialogues that align to the graduate standards and lesson objectives, and second the implications for the field.
Dann, C., Dann, B., & O'Neill, S. (2018). Formative assessment via video feedback on practicum: Implications for higher education and professional teacher accreditation bodies. In T. Richardson, B. Dann, C. Dann & S. O'Niell (Eds.), Formative assessment practices for pre-service teacher practicum feedback: Emerging research and opportunities (pp. 158-183). IGI Global. Available here.