Abstract

In line with the conference theme this year we hope to be able to make connections between education and social science by using the example of the video-enhanced dialogic assessment process (VEDA). Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID- 19 travel restrictions prevented assessors visiting trainees in international schools. Assessment therefore moved to a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback, along with a dialogic online interview and evaluation of a digital portfolio of evidence. This paper reports on participants’ perceptions of the experience, with findings suggesting that VEDA allows for a deep and authentic assessment experience, concluding that it is a better fit as a reflective pedagogy for assessing teachers than the prepandemic approach. This has just been published as Hidson (2024).

Hidson, E. (2024). Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education. European Journal of Teacher Education, 1–22. https://doi.org/10.1080/02619768.2024.2338847