This longitudinal study tracks primary participants over 3 years from their last year of university preservice teaching training through their second year of in-service teaching via surveys, interviews, and teaching observations. The study employs a descriptive case study design to examine the transfer of preservice content, pedagogy, and video technology learning into teaching practice. The study places the model case studies within the larger context of analyzed observational and artifact data from 7 years of preservice teachers’ learning about (re)anchored, video-centered engagement.
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This special issue of Contemporary Issues in Technology and Teacher Education is devoted to digital video use in the classroom. The topic was chosen as a result of discussions that were held by special interest groups at annual meetings of the Society for Information Technology and Teacher Education and at meetings of the National […]