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    'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers


    Healy, Celine and Rickard, Angela and McDermott, Kevin and Ruddock, Karen (2012) 'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers. In: The Digital Learning Revolution in Ireland : Case Studies from the National Learning Resources Service. Cambridge Scholars Press. ISBN 978-1-4438-4129-0

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    Abstract

    The aim of this publication is to present how Open Educational Resources (OERs) are being strongly promoted at all levels of education. This book presents a select number of case studies from contributors to the Irish National Digital Learning Resources (NDLR) service. The scarcity of inside views of real Irish classrooms and especially the dearth of video-based resources that depict these, coupled with increased expectations for teacher education providers to work together (DES 2011), were among the considerations that motivated and shaped the development of the project described in this chapter. Video Ideas in Teaching and Learning Languages (VITALL) is a collaboration between the Education Department in NUI Maynooth, the Professional Development Service for Teachers (PDST) and the Post-Primary Languages Initiative (PPLI). It seeks to address, in one initiative, our shared concerns in relation to the production and use of resources to support the professional development of second level modern language teachers in Ireland.

    Item Type: Book Section
    Keywords: Digital Learning Revolution; Ireland; National Learning Resources Service; Authentic Classroom Practice; Collaborative Reflective Practice; Second Level Modern Foreign Languages; Teachers;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 4510
    Depositing User: Angela Rickard
    Date Deposited: 23 Sep 2013 16:08
    Publisher: Cambridge Scholars Press
    Refereed: Yes
    URI:

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