16 SES 14 B, How ICT Integrating Videos Can Improve Teacher Education and Professionalization II
Symposium, Part 2
Discussant: Frédéric Saussez
The OECD’s Final Report (2005): “Attracting, Developing and Retaining Effective Teachers” underlines that teachers and teacher education matter and are today a main stake for educational policy around the world. But teacher education is often criticized for being too far from real work. Bringing work within training seems then to be necessary but not sufficient: how can new curricula using ICT improve both professionalization of teachers and of teacher education? For a few years, some researchers try to use the tools coming from the human work sciences and ITC to design new hybrid learning environments. These environments combine collective teaching and distance-learning platforms (see NeoPass@ction in France http://neo.ens-lyon.fr, http://zoom.animare.org in Canada or the European project Hy-sup http://hy-sup.eu).
Bringing together teacher trainers and researchers coming from different countries, this two-part symposium aims to analyse European and Canadian curricula of teacher training using the ICT. How is it possible to give access to real work during training? How can we model teacher work to take into account its complexity and dynamics? What are the role(s) of the trainers? How trainees can project them into other teachers’ activity through video? What is the impact of this projection for their training?
The first part analyses the use of video to support professional development of teachers. David, Giguère & Meyer will present the in-service teacher training program they develop in Quebec, Flandin & Ria evaluate the impact of video training on beginning teachers’ activity in France and Lussi Borer & Muller in Switzerland. Plazaola Giger & Ruiz Bikandi analyse the exchanges between senior teachers and teacher students about filmed classroom experiences.
The second part of the symposium focuses on the impact of hybrid Learning environments on teacher education. How can they help to renew curricula? Do they improve higher education? Lameul, Charlier & Deschryver will present the early results of their European research project Hy-sup, Perisset and Carrupt the hybrid learning approach they build for teacher training in Switzerland and Meyer, David & Aubé the web-based teacher professional development application they use in Quebec since 10 years.
With this symposium, we aim to generate debate between researchers using different theoretical frameworks and methodological tools. We would like to better understand the potential of modelling teacher activity by using ICT and video tools to improve teacher education and teacher professional development.
Collectif Hysup. (2011). Vers une typologie des dispositifs hybrides de formation en enseignement supérieur. Distances et savoirs, (9)1, 69-96.
Picard, P. & Ria, L. (2011). Neopass@ction: a training tool for beginning teachers. In P. Picard & L. Ria (Eds.), Beginning teachers: a challenge for educational systems – CIDREE Yearbook 2011 (pp. 119-130). Lyon, France: ENS de Lyon, Institut français de l’Éducation.
Santagata, R. (2009). Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools. Journal of Teacher Education, 60, (1), 38-51.
Sherin, M. G. & Van Es, E. A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60, (1), 20-37.
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