Proposal


 * Chapter proposal **

This chapter will focus on the use of videoed classes by both expert and pre-service teachers for use by pre-service teachers, within an online CELTA course in an adult education college in the United Arab Emirates. First, we upload videoed classes by expert teachers onto the course VLE, ‘Blackboard Learn’. These can be viewed as a whole or in segments reflecting discrete stages in a CELTA lesson. This is followed by a round of reflection using the VLE’s asynchronous discussion boards, then videoed classes by trainee teachers and subsequent discussion. The project reflects:
 * Using online video as a pre-service training tool **
 * 1) Copy - the craft model provides a direct learning tool for pre-service teachers through apprenticeship of observation, observing the filmed sessions of experienced teachers followed by pre-service teachers own classes.


 * 1) Apply - video as a practical application of the pedagogical theories behind our pre-service course. Applying the pedagogy of a craft model of teaching using competencies that pre-service trainees can observe and reflect upon in a mutually supportive asynchronous environment.


 * 1) Act - how can trainee teachers act upon what they have observed and replicate perceived best practice. By videoing these teacher practice sessions we generate further discussion and deeper reflection upon the successes or otherwise of the teacher training actions . i.e. observe, discuss then act with reflection embedded in the discussion and planning embedded in the action.


 * 1) Reflect – trainees reflect on their own videoed lessons and how these compared to initial observation of experienced teacher/tutors. The main reflection tool again is the asynchronous discussion forums embedded in the VLE.


 * 1) Theorise – trainees self-reflect and the teacher trainer/teachers feedback on the teaching practice within this praxis. i.e. the theorization that emerges from the copy, apply, act and reflect stages of the learning design. Reflections are uploaded to the assignment feature of the VLE. First, trainees upload their individual reflections, followed by the tutors’ reflection on trainee’s theorising.

Our design draws on:
 * 1) Craft model metaphor – trainees develop experiential knowledge with a tutor as an expert teacher and not solely as a tutor/trainer.
 * 2) Competency model – usually associated with curriculum development, in language learning it is associated with the work of the Council of Europe and in wider training circles it is associated with the ‘doing’ professions such as nursing.
 * 3) Reflection in action, reflection-on-action – The pragmatist nature of reflection-in-action is well suited to this particular study. It looks at key practitioner issues such as ‘thinking on our feet’ and theories-in-use that will serve to contextualize the expert teachers and trainees own videoed teaching lessons. The discussion boards will also provide opportunities for deeper reflection-on-action and a development of these reflective writing skills in the novice teacher participants.
 * 4) Ecology metaphor – comes from online learning design and is relevant to the course VLE. The central tenant for our context is that all members of an ecology contribute to its sustainability as a living organism and contribute to a self-sustaining design and functionality.

__ References __ Dobson, G. (2003) //A Guide to Writing Competency Based Training Materials//, Melbourne: National Volunteer Skills Centre Nardi, B.A. and O’Day, V.L (1999) ‘Information ecologies’ in //Information Ecologies: Using Technology with Heart//, Cambridge, MA: The MIT Press Schön, D. (1983) //The Reflective Practitioner. How professionals think in action //, London: Temple Smith. Schön, D. A. (1991) //The Reflective Turn: Case Studies In and On Educational Practice//, New York: Teachers Press, Columbia University. Wallace, M.J. //Training Foreign Language Teachers: A Reflective Approach//. Cambridge: CUP, 1991.