From apprentice to performer: using vodcasts to bring English teaching into the tertiary classroom
Jetnikoff, Anita L. (2007) From apprentice to performer: using vodcasts to bring English teaching into the tertiary classroom. In 30th HERDSA Annual Conference-Enhancing Higher Education, Theory and Scholarship, 8-11 July 2007, Adelaide, Australia.
This showcase and paper is part of a wider ‘work integrated learning’ project, conducted within the QUT Faculty of Education. The project focuses on two complementary approaches. The first involves apprenticeship. As apprentices, student learners gradually gain access to a community of practice and take on roles around the performances of experts, participating ever more fully, to the point where they exhibit mature practice. During this apprenticeship, learners are involved in "legitimate peripheral participation" (Lave & Wenger, 1991): observing and absorbing the performance of experts. The streamed video resources and associated materials are designed precisely to capture such expert knowledge in action (Schon, 1983, 1987; Ethell & McMeniman, 2000). QUT students are therefore enabled to participate peripherally in a virtual community with professionals and experts in the field. The form which such peripheral participation takes in the project is problem-based learning (Savery & Duffy, 2001) – the second complementary approach on which the project is founded. Here students will be defining their own particular cognitive problematics, investigating the issues, and engaging in technologically enhanced, work-integrated learning within the complex social worlds of classrooms. Thus, as apprentices engaged in a form of problem-based learning which utilizes online resources, the students will therefore be projecting themselves into the identities and performances of the experts they observe (Gee, 2003). This will have a direct impact on the students’ own learning. Observing and interacting with experienced teachers as reflective practitioners will contribute development of their own pedagogy by demonstrating a culture of reflective scholarship of teaching in the workplace, to which those ‘experts’ contribute. Keywords: Work integrated learning; teaching with vodcasting; Secondary English teaching
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Work integrated learning, teaching with vodcasting, Secondary English teaching, Videostreams of excellent classroom practice in English teaching, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 HERDSA and (The authors)|
|Deposited On:||17 Aug 2007|
|Last Modified:||27 Oct 2014 04:56|
Repository Staff Only: item control page