ORCID Profile
0000-0002-3728-2182
Current Organisation
University of South Australia
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Publisher: MDPI AG
Date: 14-10-2022
Abstract: STEM has become a pervasive part of global education reform. The STEM discourse positions the purpose of scientific education as being to prepare young people for work in a hyper-competitive 21st century knowledge economy, pushing aside alternative approaches focussed on interrogating social, moral and political issues in context. This narrative does not always sit comfortably with the holistic ambitions of many state and faith-based education systems. In this paper we will argue that these tensions emerge from deeper conflicts in the cultural-discursive arrangements around education in the advanced democratic states through an exploration of the response to a STEM curriculum project in a Catholic education system. The exploration is based on a phenomenographic analysis of reflective interviews conducted with participating teachers. We conclude that while the teachers are aware of the tensions, they may benefit from access to a language for discussing the various pressures on learning design and meaning making.
Publisher: Infonomics Society
Date: 03-2011
Publisher: Deanship of Scientific Research
Date: 2013
Publisher: Informa UK Limited
Date: 08-08-2023
Publisher: Springer Science and Business Media LLC
Date: 20-06-2017
Publisher: Informa UK Limited
Date: 07-06-2016
Publisher: National Centre for Excellence in Mathematics and Science Teaching and Learning
Date: 2011
Publisher: Informa UK Limited
Date: 13-10-2018
Publisher: Form@re - Open Journal per la formazione in rete
Date: 2020
DOI: 10.13128/FORM-8241
Publisher: Infonomics Society
Date: 03-2011
Publisher: Informa UK Limited
Date: 15-07-2023
Publisher: Springer Science and Business Media LLC
Date: 15-01-2014
Publisher: Springer International Publishing
Date: 2021
Publisher: Elsevier
Date: 2023
Publisher: Walter de Gruyter GmbH
Date: 06-2019
Abstract: Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.
Publisher: Springer Science and Business Media LLC
Date: 09-12-2019
Publisher: Informa UK Limited
Date: 19-12-2013
Publisher: Edith Cowan University
Date: 04-2020
Publisher: Informa UK Limited
Date: 12-05-2022
Publisher: Università degli Studi di Torino
Date: 2018
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.4
Abstract: Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact of PST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Lisa O'Keeffe.