New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

Abstract

Mobile technologies continue to have a growing influence on
\ncontemporary society, are becoming more commonplace within
\ntertiary educational settings and hold the potential to impact on the
\nlearning process. This project evaluation considers the perspectives
\nof participants who trialled the use of new technology to enable
\nremote supervision and assessment of situated learning on teaching
\nplacement in schools in the UK. The discussion focuses on the impact
\nthat the use of new technology may have on established practices for
\nassessment and models of supervision. Consideration is given to how
\nthe use of such technology may enable new pedagogical pathways
\nwith particular reference to reflective practice and self-assessment.
\nThe findings from a specialist Teacher Education programme (Deaf
\nEducation) within this study have direct implications for practicebased
\nlearning, both within teacher preparation programmes and in
\nthe wider field of professional practice.