briefing papers for policy makers

Briefing Paper 43
Research Institutions:
University of Barcelona, ES
University of Exeter, UK
Norwegian University of
Science and Technology
(Trondheim), NO
Utrecht University, NL
Contact address:
Prof. Wim Veen
Delft University of Technology
Faculty of Technology, Policy
and Management
EduTec (Education &
Technology)
Jaffalaan 5, 2628 BX DELFT
P.O. Box 5015, 2600 GA
DELFT
The Netherlands
Tel: +31-15-278.41.08/4795
Fax: +31-15-278.46.27
w.veen@tbm.tudelft.nl
This thematic network has been funded
by DG-Research under the Targeted
Socio-Economic Research (TSER)
Programme of FP4
The Potential of Tele-Guidance for Teacher
Training
Context of the Research
The use of tele-guidance for teacher training has been shown to significantly
contribute to the professional development of student teachers, but the effect
on their reflection had not been studied. Through collaborative research this
project aimed to identify and develop online tutoring strategies using various
technologies within different European cultural contexts.
The project, consisting of partners from Norway, Spain The Netherlands and
the UK, developed a coordinated research agenda for future research.
Key Conclusions
The following conclusions were reached in the four case studies that each of
the partners produced:
1. The use of telematics was found to promote the reflective competencies
of student teachers.
2. Reliable prototypes for further research were developed during the course
of the study.
University of Barcelona
1. The experimental teacher education programme covered four themes:
� The historical art and education relationship.
� Psycho pedagogic bases in teaching and learning.
� Student-teaching experiences at schools.
� Presentation of didactic and curriculum resources.
2. The case study found that networking is useful for monitoring the
relationship between what students think and do. It is also a good way to
encourage students’ reflection on this relationship.
University of Exeter
3. The research showed evidence that point-to-point video conferencing can
promote reflection.
4. The reformulation and re-conception of teaching/learning through
telematics influenced discourse in the following ways:
� The social presence helped to strengthen relationships and encouraged
effective conversations.
� The formality of the preparation added structure to the conferences and
promoted self-confidence in the users.
� The practice and particularly the screen-sharing mode enabled greater focus
and supported shared meaning.
� The privacy of the activity maintained the intensity of the focus and
promoted better preparation form the participants.
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