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This web page is about a potential European collaboration project on video streaming in teacher education. The project partners are planning to submit a (pre-)proposal to the Socrates Minerva programme in 2005.
The co-ordinator will be present at the Minerva Contact Seminar in Tomar, Portugal 11-15 May 2005.

Status:
Pre-proposal: 229574-CP-1-2006-1-NO-MINERVA-MPP (1 Nov 2005)

[From the pre-proposal:]

1.1 Why is the project / network / thematic seminar needed? Explain the rationale and the background of the project / network / thematic seminar.
The use of video in teaching and learning in general and in teacher education in particular can't exactly be considered a new method since video has been rather common for at least 25 years now. However, the introduction of digital video and the constant improvement of Internet and broadband facilities have given us a variety of new possibilities to use video and ICT for educational purposes. One-time video taping of "micro teaching" (a kind of trial lesson at the beginning of the course, see e.g.: http://fdc.fullerton.edu/learning/CASTL/carnegie_microteaching_materials.htm) with subsequent discussion/evaluation, for instance, is probably common at most teacher-education institutions in Europe. At the Norwegian University of Science and Technology (NTNU), the Programme for Teacher Education (the co-ordinator), has been carrying out a pilot study where digital video streaming has been used in the practice period of student teachers. In this project, the student teacher has been filmed in action in the classroom and could, in principle, be observed in real time by anyone (supervisor/tutor, other teachers, student teachers etc.) from any computer with an Internet connection.

By extending this pilot study to a Minerva collaboration project, we would like to further develop the method of using digital video in teacher education and the use of digital video in e-portfolio, and we would like to add a European dimension to it by comparing teaching styles and methods and technical standards. We, the group of partners/proposers consisting of different types of teacher-education institutions, developed this project proposal during a Minerva contact seminar in Tomar/Portugal. We strongly believe that reflection is one of the most important aspects of initial teacher education. Microteaching is a well-proven tool in the attempt to enhance reflection during the teacher-training phase, and video recording appears to be a good means of enhancing microteaching. Our hypothesis is that digital recording and video streaming would be a method that could take the advantages of microteaching and teaching practise much farther and enhance initial teacher training in general by strongly focusing on reflection during the whole period of initial teacher training and actually beyond. Through this project, we would like to show and document the effects of modern microteaching. Transforming a project like this into a European collaboration project would add a unique dimension of comparison that, among other things, would make it easier for teachers to move between European countries (cf. e.g. EUROPASS). Further developing the use of video streaming in education would also support the general use of open and distance learning methods.

This project would probably, first of all, be relevant under the second Minerva headline: ensuring that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services since the main goal of the project is to further develop methods for the use of microteaching and the use of digital media in teacher education. The effect would be improved microteaching and recommendations for (or possibly the further development of) suitable ICT equipment. We think that a project like this is needed in order to stimulate the innovative use of ICT in teacher education. The effects of a project like this would not only be a better way of using microteaching, we would also expect more use of ICT in initial teacher education in general; and since young student teachers are involved, this effect would be spread to the school system as a secondary effect.

Apart from what is mentioned above, we believe that the project Video Streaming in Initial Teacher Education does actually fall under all of the three official main objectives for Minerva : (1) to promote understanding among teachers, learners, decision-makers and the public at large of the implications of the use of ICT in education, as well as the critical and responsible use of ICT for educational purposes; (2) to ensure that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services; and (3) to promote access to improved methods and educational resources as well as to results and best practices in this field. As for the four Minerva priorities mentioned in the application form, the project is about 1) Understanding Innovation since research is conducted on the innovative use of digital recording and video streaming and the use of e-portfolio in initial teacher education; 2) New methods and educational resources would regard video streaming in initial teacher education in connection with a reflection model and the development of e-portfolio; 3) Providing access to existing resources would be to make digital recordings of training sessions available online to more people than just the student teacher and his tutor; 4) Exchange of ideas and experience would be one of the main objectives of the project.

Preliminary working group / partner constellation:
[So far, the list only shows those who have expressed their interest in the project. There are no obligations connected to being on the list at this stage.]

Country	Institution	Contacts
NORWAY [Co-ordinator]	Programme for Teacher Education (PLU), Norwegian University of Science and Technology (NTNU), Trondheim	Jens Haugan Ove Haugaløkken
BELGIUM	The Katholieke Hogeschool Mechelen (KHM)	Marc Gorremans
ESTONIA	Haapsalu College of Tallinn University (HK.TPU)	Janno Kriiska
IRELAND	Mary Immaculate College (MIC), University of Limerick (UL)	David O Grady
LITHUANIA	Vilnius Pedagogical University (VPU)	Eugenijus Valavicius
ROMANIA	"Alexandru Ioan Cuza" University (UAIC), Faculty of Psychology and Educational Sciences (PSIH)	Constantin Petrovici
UNITED KINGDOM	University of Ulster (ULST)	Victor McNair

Internal collaboration platform: MimerDesk
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