This PhD study investigates how the opportunity for pre‐service teachers to see their practice, through video and the eyes of others, affects the development of teacher professional vision. A phenomenological approach is taken whereby video footage of the pre‐service teachers’ classroom teaching with Year 5 to 7 students is used as a basis for shared discussion and personal and professional reflection. The study aims to illuminate the process of a pre-service teacher becoming a teacher and to provide insight into ways in which pre‐service teacher education might be adapted to better serve the needs of education in the 21st century.
Mrs Catherine Moore
Professor Mark Hackling
Associate Professor Tony Fetherston
Please leave a comment about your rating so we can better understand how we might improve the page.