Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views
Ade-Ojo, G.O. and Sowe, N. (2011) Using technology in the development of a collaborative approach to feedback and more active reflection: an exploration of trainee teachers’ views. In: Procedia - Social and Behavioral Sciences. Elsevier Ltd, Paris, France, pp. 503-519. ISSN 1877-6428 (doi:10.1016/j.sbspro.2011.11.269)
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This study is driven by two separate but interrelated issues. First, it is driven by the desire to explore the effectiveness of technology devices in the structure of professional development of trainee teachers. Second, it seeks to explore the extent to which such technologies, as reflected in the use of digital recordings in the process of self-reflection by trainee teachers, can contribute to a shift to more collaborative feedback and active reflection. The anchor for this exploration is the desire to move away from the teacher (educator)–centred role (Copland 2010) that is prevalent in the use of feedback in contemporary teacher training programmes.
The study surveyed the views of trainee teachers in two colleges through the use of a questionnaire and through a focus group discussion in consonance with the integrative approach to action research which acknowledges the importance of the voice of the third person (Coghlan and Brannick, 2010). The findings were subjected to both qualitative and quantitative analysis, the former through the use of the SPSS statistical analysis tool and the latter through an ethno-linguistic approach (Copland 2010). The study found that in the views of trainee teachers (third person), the use of technology devices can significantly facilitate the promotion of more collaborative approaches to giving and using feedback in their professional development if certain conditions were met. The study concluded that while these approaches are highly desired by trainee teachers who see them as more helpful than the prevalent teacher-centred approach, there is the need to develop a conceptual framework for its implementation.
|Item Type:||Conference Proceedings|
|Title of Proceedings:||Procedia - Social and Behavioral Sciences|
|Additional Information:|| Available online 17 December 2011.  Paper presented at the 2nd International Conference on Education and Educational Psychology (ICEEPSY 2011), held 19-22 October 2011, Istanbul, Turkey.  Full-text paper published in Procedia - Social and Behavioral Sciences, Volume 29 (2011) - proceedings of The 2nd International Conference on Education and Educational Psychology 2011, guest edited by Dr.Zafer Bekirogullari.  Accepted abstract was also published in Sowe, Nikki and Ade-Ojo, Gordon (2011) Using assistive technologies in the development of a dialogic and cooperative approach to feedback: An exploration of trainee teachers’ views. In: 2nd International Conference on Education & Educational Psychology - ICEEPSY 2011: Abstracts. C-crcs (Counselling, Research & Conference Services), Cyprus, p. 169. ISSN 1986-3020 (see also http://gala.gre.ac.uk/6930/).  Elseiver Open Access Article. Further details at: http://www.elsevier.com/about/open-access|
|Uncontrolled Keywords:||feedback, digital recording, reflection, collaborative approaches, autonomy, teacher education|
|Subjects:||L Education > LB Theory and practice of education|
|School / Department / Research Groups:||School of Education|
School of Education > Department of Lifelong Learning & Teacher Education
|Last Modified:||23 May 2014 11:07|
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