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Filming for professional learning : collaborations in innovation

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conference contribution
posted on 2009-01-01, 00:00 authored by Anne CloonanAnne Cloonan
It is not unusual for academics to bemoan the reticence of teachers in adopting innovative tools and pedagogies, never more so than in the area of new technologies and multimodal literacies in classrooms. Typically, educational bureaucracies seek to dictate change in new technologies through a diffusion-adoption model of professional learning where ‘inservicing’ or ‘professional development’ of teachers is used to influence them to implement curriculum innovations. Typically a set of resources are developed for this purpose and teachers engage with workshop leaders as passive recipients of knowledge rather than active knowledge constructors. This paper explores an alternative form of engagement in which teachers are co-opted as collaborators and documenters of educational change. Its innovation is to use filming of teacher interviews and classroom practice – in this case to extend the teachers’ repertories.

This article will discuss the film-infused model of professional learning which was developed within the context of a research project on literacy teachers’ engagement with multimodality, but has potential for wider application. The research context will be outlined and four elements of a film-infused professional learning model will be discussed in detail. The effects of this model on the resource development and professional learning will then be addressed.

History

Event

Australian Teacher Education Association. Conference (2009 : Albury, New South Wales)

Pagination

1 - 17

Publisher

ATEA

Location

Albury, New South Wales

Place of publication

Albury, N.S.W.

Start date

2009-06-28

End date

2009-07-01

ISBN-13

9780975232446

Language

eng

Notes

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Publication classification

E1 Full written paper - refereed

Copyright notice

2009, ATEA

Title of proceedings

ATEA 2009 : The Annual Conference of the Australian Teacher Education Association : Teacher education crossing borders : cultures, contexts, communities and curriculum

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