Source: Journal of Education for Teaching, Volume 40, Issue 2, 2014, pages 101-113
This article explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors (student teacher, school mentor and university tutor) and knowledge (academic, professional and practical) are disrupted.
The study, based in a teacher education department in an English university, is contextualised in the policy context of school–university partnerships. Video capture is used as a vehicle to promote dialogue and collaborative practice between partners during school-based elements of a teacher preparation course. Analysis highlights the power of this space to promote reciprocal learning across the partnership.