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Affordances of a video examination: Opportunities for pre-service teachers to demonstrate professional knowledge of teaching and learning

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The present study reports on an alternative examination design where pre-service teachers took part in observation and analysis of a video-recorded classroom situation, and how this affected their opportunities to demonstrate their conceptual knowledge of teaching and learning. The findings from analysing 21 written examination reports suggest that the pre-service teachers were able to make use of the video recordings in a meaningful way to discuss professionally relevant issues. However, their responses to the various parts of the examination differed. While the first part elicited a wide range of responses and interests, the last part was dominated by clearly academic aspects of knowledge.
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Keywords: alternative examination design; school reforms; socio-cultural perspective; teacher education; video examination design

Document Type: Research Article

Publication date: June 1, 2020

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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