Abstracts - Earli

methods to enable the beginner to teach values. The article recommends considering ways toprovide for these needs in teacher training and in the induction of new teachers in the schools.Developing subject pedagogy using video and transcription as tools for reflection: impact onstudent teachers’ immediate and potential professional learningRachel Lofthouse, Newcastle University, United KingdomVideo-recording provides opportunities for practitioners to act as observers of their own practice,and develop deeper awareness of the nuances of interaction and discourse. As such it providesopportunities for reflective practice (Schon, 1983) and situated learning (Lave and Wenger, 1991).The paper explores the scope of a video / transcription intervention as a mediating tool in thedevelopment of student teachers’ understanding of subject pedagogy; and evaluates theprofessional learning opportunities afforded by peer review between novice teachers of theoutcomes of the intervention. Data is drawn from mixed methods case study research conductedbetween 2005 and 2007 involving student teachers following Newcastle University’s one yearMaster’s level Initial Teacher Education course. Interim findings suggest that video / transcriptionintervention can engage student teachers in reflective practice and knowledge construction, as theydevelop an understanding of the role of language in teaching and learning (Rodrigues &Thompson, 2001), and how classroom discourse can promote subject specific learning in theclassroom (Chin, 2006). The intervention provides an opportunity for student teachers to engage inworkplace studies (Luff et al, 2000). It can also be considered as the instrument or tool influencingthe outcome of the object of learning to teach. In this way it can be understood as part of thedynamic system described by Engestrom (2001) as Activity Theory. Significantly the research alsosuggests that the use of video and associated analysis by student teachers enhances theirwillingness to engage in professional learning initiatives using video once they are employed asteachers, by stimulating a positive and productive approach to engagement in initiatives such asteacher-enquiry and coaching in their early career.N 1331 August 2007 16:00 - 17:20Room: 1.71 PóczaPaper SessionTeacher professional developmentChair:Fritz Oser, University of Fribourg, SwitzerlandActivity Theory as a framework for understanding inservice teachers’ approaches to technologicalinnovationIlias Karasavvidis, University of Thessaly, GreeceDespite promises and expectations, the introduction of ICT in educational systems has failed totransform educational practice. Given the crucial mediating role of the teacher, teacher training inICT is of essential importance. As a rule, teacher training in ICT is insensitive to contextualfactors, failing to address teacher needs, thoughts, and practices. However, it is precisely thosepractices which will eventually determine the role of ICT in classrooms. Thus, it is important toinquire how teachers think about technology in relation to their practice. Activity Theory– 749 –