Using Video Clubs to Support Student-Teachers' Learning During Field Placement: A Longitudinal Multiple-Case Study

• In Event: Video Technology as a Tool for Preservice Teachers' Learning

Abstract

The purpose of this paper is to explore the learning paths of Student Teachers (STs) participating in a longitudinal video-club setting during their field placement over a period of one year. Drawing on a rich data corpus consisting of videotaped lessons, interviews, reflection journals, and videotaped sessions, we constructed three cases of STs who exhibited different learning paths during their participation. The cross-case analysis indicated that all participants benefited from the video clubs, but in different ways. These differences pertained both to lesson planning and enactment. Reflecting on these findings, we discuss implications for differentiating the video club approach to support different STs over long periods of time during their field placement.

Authors

• Giorgos Olympiou, The University of Cyprus - Cyprus

• Stavroula Philippou, University of Cyprus

• Charalambos Y. Charalambous, University of Cyprus