Christopher E. Dann

Deepening Understanding of 'Pedagogical Outcomes' through Video Data Collection: A Catalyst for Guided Reflective Learning Conversations

This article examines the case of Catch Me Excel (CeMeE), an electronic feedback system developed to facilitate video, image and written feedback in the workplace to educators about pedagogical-related outcomes. It comprises a sophisticated, technological feedback system of which the resultant data can be used to enhance classroom, schools and systems improvement processes. Based on an underpinning theory of technological feedback the system acts as a catalyst to deepen the understanding of pedagogical outcomes. CeMeE can capture and house a rich range of data that can be used to structure and guide reflective learning conversations (RLC). It is considered with respect the features of bridging the gap-in-knowledge, reflective learning environment, focused RLC, zone of proximal development (ZPD), noticing, quality mentor teacher and relationships. The flexibility associated with CeMeE allows users to design their own feedback framework. For example, it can be designed to report on the extent to which teachers’ or preservice teachers’ pedagogical practices meet national teaching standards and specific goals of tertiary courses, thus providing feedback to the professional experience programme and those concerned with tertiary pedagogy in teacher education. CeMeE is also able to collect data that highlight the effectiveness of pedagogy through the recording and analysis of teacher–student dialogue to examine the evidence of scaffolding of learning thus facilitating the mentoring/coaching practices applicable to the preservice teacher–mentor relationship and in-service teacher-peer/administrator review in the creation of active learning environments.

Designing mobile information systems to support WIL experiences

This paper presents the development and preliminary research results of a mobile information system designed to support the mentoring and assessment of Work Integrated Learning (WIL) activities in Tertiary Education settings. The system has been trialled with workplace mentors and pre-service teachers participating in University Education Practicals. This paper presents the system design, the preliminary results of the trials and outlines the future direction for this research to support WIL experiences in other disciplines.

Formative assessment practices for pre-service teacher practicum feedback: Emerging research and opportunities

The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.