Virtual Professional Experience Observation: Lessons Learned from Five years of Implementation, Development, Cross-Institution Collaboration, and Research

Agnew, A; Ó Grádaigh, S; Hall, T

Virtual Professional Experience Observation: Lessons Learned from Five years of Implementation, Development, Cross-Institution Collaboration, and Research

Agnew, A

Ó Grádaigh, S Hall, T

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Work-Integrated Learning Case Studies in Teacher Education, 2023, pp. 379-390
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Agnew, A https://orcid.org/0000-0002-2674-5348
dc.contributor.author	Ó Grádaigh, S
dc.contributor.author	Hall, T
dc.date.accessioned	2024-02-01T21:40:31Z
dc.date.available	2024-02-01T21:40:31Z
dc.date.issued	2023-01-01
dc.identifier.citation	Work-Integrated Learning Case Studies in Teacher Education, 2023, pp. 379-390
dc.identifier.isbn	978-981-19-6532-6
dc.identifier.uri	http://hdl.handle.net/10453/175256
dc.description.abstract	This chapter tracks the experiences and development of virtual observation as a method to support and assess initial teacher education students on their field-experience practicum, or professional experience (PEx), with three pioneering initial teacher education providers in the United States, Ireland, and Australia. Through observation and the sharing of practice by two institutions (NUI Galway and UTS), we have developed a model of virtual observation that can offer the same support to pre-service teachers regardless of location. The chapter demonstrates the efficacy of virtual PEx observation as a high-impact innovation before the onset of the global COVID-19 pandemic; during the pandemic, when traditional school placement assessment was infeasible; and beyond, as an innovative new approach to enhancing teacher education internationally, post-pandemic.
dc.format.extent	30
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Work-Integrated Learning Case Studies in Teacher Education
dc.relation.isbasedon	10.1007/978-981-19-6532-6_29
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Virtual Professional Experience Observation: Lessons Learned from Five years of Implementation, Development, Cross-Institution Collaboration, and Research
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2024-02-01T21:40:29Z
pubs.place-of-publication	Singapore
pubs.publication-status	Published
dc.location	Singapore

Abstract:

This chapter tracks the experiences and development of virtual observation as a method to support and assess initial teacher education students on their field-experience practicum, or professional experience (PEx), with three pioneering initial teacher education providers in the United States, Ireland, and Australia. Through observation and the sharing of practice by two institutions (NUI Galway and UTS), we have developed a model of virtual observation that can offer the same support to pre-service teachers regardless of location. The chapter demonstrates the efficacy of virtual PEx observation as a high-impact innovation before the onset of the global COVID-19 pandemic; during the pandemic, when traditional school placement assessment was infeasible; and beyond, as an innovative new approach to enhancing teacher education internationally, post-pandemic.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/175256