Enhancing Preservice Teachers' Professional Growth Through Reflections Using Videos

Project Number
OER 23/08 GP

Project Duration
April 2009 - July 2012

Status
Completed

Abstract
Information and Communication Technology (ICT) has a potential to serve as a catalyst for change at the classroom and the school level. However, its impact is primarily dependent on the teachers' pedagogical applications of technologies. Many research findings have suggested that most preservice and beginning teachers are unable to innovatively and creatively use ICT to promote students' higher order thinking (Andersson, 2006; Dawson, 2006; Kay & Knaack, 2005; Wright & Wilson, 2005). The research from our exploratory and follow-up studies of a cohort of the NIE preservice teachers in the Postgraduate Diploma in Education programme also showed similar findings (Choy, Gao, Wong & Wu, 2008; Gao, Choy, Wong & Wu, 2007, 2008) Unlike the other studies that provide snapshots of preparing preservice teach' learning to teach with information technology (Kay, 2006), this study aims to uncover how the preservice teachers develop their understanding and performances of technology-based pedagogies throughout their initial teacher preparation programme. In order to achieve this aim, a mixed-method approach is applied. Firstly, quantitative data on self perceptions and self-reported use of ICT will be collected from the cohort of preservice teachers enrolled in the Diploma in Education programme at NIE at four different stages of their initial teacher preparation. The quantitative data will enable us to track the changes of the preservice teachers' perception and practice of using ICT for classroom teaching and learning. Secondly and more specifically, we plan to design and implement video analyses and group discussions as the research intervention for the study. We will invite 30 preservice teachers from the cohort to participate in the qualitative portion of the study on a voluntary basis. We will assign them either to the Intervention Group (participating in video analysis and group discussion) or the Comparison Group. We will assess the impact of our proposed research intervention by comparing interview and observation data and other artefacts between the groups. The results of the study may help facilitate preservice teachers in developing habits of critical reflection and inquiry for professional growth. In sum, this study aims to contribute to the field of technology-based pedagogy and preservice teacher education.

Funding Source
NIE

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