Supporting teacher trainees’ professional development and identity construction – the potential of video training in teacher education
DOI:
https://doi.org/10.37205/TEL-hun.2024.1.01Keywords:
teacher trainees, professional development and learning, professional identity, video training/Video Interaction Guidance (VIG)Abstract
Recently, conceptual approaches to teacher professional development and learning have become increasingly linked to the issue of professional identity development. From this perspective, teachers' professional learning is understood in a more holistic way, along the lines of the questions of "Who am I as a teacher?", "Who do I want to be as a teacher?" and self-definition. However, then the question arises: what specific methods can help to support teacher trainees’ learning and identity construction, which are embedded in school and workplace learning processes, as well as a more holistic interpretation of the teaching function in which the interpretations, thoughts and emotions of the environment and of the actors can be highlighted?
In our study we seek to answer this question. We will first analyse how the concept of professional development and learning has changed, how it is connected to the notion of identity and what models it has. Then we will consider the role of video training as a developmental support tool in this context, and the results of related research from the perspective of its application in training. The detailed results of our empirical research on this topic, as part of the Models of Teacher Learning (MoTel) project, will be published in the next issue of the Journal of Teacher Education and Learning.
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