1.
The
use of telematics was found to promote the reflective competencies of
student teachers.
2.
Reliable prototypes
for further research were developed during the course of the study.
University of
Barcelona
3.
The experimental
teacher education programme covered four themes:
a) The historical art and
education relationship.
b)
Psycho pedagogic bases
in teaching and learning.
c)
Student-teaching
experiences at schools.
d)
Presentation of
didactic and curriculum resources.
4.
The case study found
that networking is useful for monitoring the relationship between what
students think and do. It is also a good way to encourage students’
reflection on this relationship.
University of
Exeter
5.
The research showed
evidence that point-to-point video conferencing can promote reflection.
6.
The reformulation and
re-conception of teaching/learning through telematics influenced discourse
in the following ways:
a) The social presence
helped to strengthen relationships and encouraged effective conversations.
b)
The formality of the
preparation added structure to the conferences and promoted self-confidence
in the users.
c)
The practice and
particularly the screen-sharing mode enabled greater focus and supported
shared meaning.
d)
The privacy of the
activity maintained the intensity of the focus and promoted better
preparation form the participants.
Norwegian
University of Science and Technology (Trondheim)
7. The curriculum of the
teacher education programme covered:
a)
General
curriculum theory.
b)
Pedagogical content
knowledge.
c)
Teaching practice.
8.
The students needed
closer supervision than in the other studies because their teaching practise
was a greater distance from the University. This also meant that one visit
from the tutor was not sufficient and the students totally depended on their
mentor.
9.
During the teaching
practise, tele tutoring enabled greater contact between the student teachers
and their university tutor.
10.
The positive aspects
of the experiment for the student teacher were:
a)
Security – someone
to talk to when it is necessary.
b)
Help with personal
reflection - encouraged formulation of thought.
c)
Improved ability in
didactic reflection – through the writing and partner response.
11.The negative aspects
were mainly related to the technical problems.
Utrecht University
12.
Supervising the
student teachers through computer conferencing was beneficial as it: -
a)
Reinforces the effects
of supervision meetings.
b)
Monitors the progress
of students.
c)
Enables more
involvement with the progress of students.
d)
Influence on the
development of student teachers’ reflection.
e) Enables early
detection and greater possibilities to find and examine underlying problems.
f)
Enables the
involvement of student teachers with the other students and tutor.
g)
Provides informational
and social support between the student teachers.
h)
Stimulates reflection
on their teaching experiences.
13.
Three main clusters of
tutor intervention were discovered during the tele-guidance of student
teachers, these covered: -
a)
The creation of a safe atmosphere to stimulate student teachers’
reflective processes.
b)
The stimulation of growth for the student teachers.
c)
The
amount tutors direct or control the reflections of student teachers.
14.
The activities of this
project have lead to new plans for collaborative future research that
contributes to the challenging developments in teacher training programmes
in a digital educational future.
Key Recommendations
The study made the
following recommendations in four main areas of study: -
1.
Consideration must be
given to other theoretical frameworks, which either adopt holistic and
non-linear approaches to learning or cover a more extensive number of
attributes.
2. Future research is
urgently required that provides evidence of: -
a)
The advantages and
disadvantages of telecommunication in teachers’ education with reference
to:
·
The influence of telematics on reflective
skills
·
Changes caused by telematics on the
curricula of teacher training.
·
The dramatic changes to the curriculum and the
teaching /learning environment
b)
Student’s behaviour
in classrooms, particularly the effect on day-to-day classroom practices.
c)
The role of tele-guidance
in lifelong learning and the extent to which tele-guidance can encourage
learning at work and in other learning settings.
d)
Changes in the
tutors’ role, the new skills needed and ways of stimulating the
professionalisation of tutors.
University of
Barcelona
3.
Further research is
required into the importance of the interactive process developed by
exchanging messages between each student, the supervisor and the other
participants i.e. tutor, other students.
University of
Exeter
4.
The complexities in
the nature and oral accounts of the video conferencing activity must be
supported by more comprehensive data.
Utrecht University
5.
The instrument used to
measure the reflective behaviours of the student teachers in this study was
based on the ALACT-model, which delivered promising results but needs
further development and testing.
6.
There is also a need
to develop an instrument to measure the content and nature of reflection.
Further Information
Full title of study
“Teacher training, reflective theories and tele guidance: prospectives and
possibilities in teacher training in Europe” (1996)
Report
– University of Exeter,
Report
- Utrecht University, Partner
details
Contact
Person
Prof.
Dr Wim Veen
Delft University of Technology
Faculty of Technology, Policy and Management
EduTec (Education & Technology)
Jaffalaan 5, 2628 BX DELFT
P.O. Box 5015, 2600 GA DELFT
The Netherlands
Tel: +31 15 278 4108/4795
Fax: +31 15 278 4627
Email:
w.veen@tbm.tudelft.nl
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Last updated
28 June 2007