TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE

This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.     

Renovation of Teacher Training by the New Media

For the past fifteen years, new techniques and methods, most particularly audio-visual ones, have made it possible to foresee a profound renewal in the training and retraining of teachers. To name some, the use of tape recorders, and then closed-circuit television, the production of anthologies on films, radio and television programmes, which make up an integral part of a system of training at a distance. In industrialised countries, these methods are very unequally used; in some of them, they do not even have as yet a system of retraining at a distance. Also conditions vary greatly according to the training institutes. Some only use the most traditional methods more or less perfected; others, well equipped with projectors of all sorts, laboratories and closed-circuit television, try to introduce really new methods and mediafor teaching. And lastly, some new procedures have hardly gone outside the research centres.     

Conflicting issues in the Design of Safety Courses in Technology Partnership Schemes

The very short time now available in higher education institutions for the coverage of subject‐specific content in PGCE courses gives problems in ensuring adequate time for effective workshop safety training, especially for those students who will be responsible for the management of pupils in resistant materials workshops. The schedule prescribed by the National Association of Advisers and Inspectors in Design and Technology (NAAIDT) provides a recognised base for the content of such courses. This paper examines the theoretical issues involved, weighs conflicting demands and describes one solution found workable under the current NAAIDT scheme.