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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

Ready for Work: Video-Enhanced Dialogic Assessment as an international route to UK Qualified Teacher Status

Hidson, Elizabeth, Elliott, Ian, Griffiths, Alison, Wynn, Vikki, Sheard, Simon and Bell, Jemma (2021) Ready for Work: Video-Enhanced Dialogic Assessment as an international route to UK Qualified Teacher Status. In: Third Annual Faculty of Education & Society Staff Research Conference, 14 Jun 2021, Sunderland, UK. (Unpublished)

Item Type: Conference or Workshop Item (Paper)

Abstract

Qualified Teacher Status (QTS) is usually gained at the end of a course in initial teacher education in the UK. It can be gained by overseas teachers if they meet the eligibility criteria. The assessment-only route to QTS for teachers in overseas British curriculum schools is characterised by interviews, lesson observations and assessment of an evidence portfolio that together demonstrate the extent to which a candidate’s practice meets the UK Teachers’ Standards (DfE, 2011).
In 2020, international travel for assessors to carry out QTS assessments in British schools overseas was halted because of Covid-19. Against this backdrop most assessments are currently undertaken using a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback and a digital portfolio assessment. In order to complete the process, a dialogic assessment interview is carried out. It can most easily be imagined as an online viva examination using video-calling software.
The VEDA process has the advantage of connecting candidate and assessor in a shared online dialogic space, as outlined by Wegerif (2007), in a process of video-stimulated recall, reflection and dialogue (Nind et al., 2015) combined with exploration of artefacts and evidence of practice. From this perspective, dialogue can encourage reflection on video captured during lessons, elicit tacit knowledge through questioning and discussion, help construct additional evidence and lead to a negotiated appreciation of strengths and areas for development.
This speculative workshop will contextualise the ongoing VEDA research project, providing an account of practice and an extract of initial data gathered.
References
Department for Education (DfE). (2011). Teachers’ standards. Available online: https://www.gov.uk/government/publications/teachers-standards
Nind, M., Kilburn, D., & Wiles, R. (2015). Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods. International Journal of Social Research Methodology, 18(5), 561–576. https://doi.org/10.1080/13645579.2015.1062628
Wegerif, R., (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer.

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More Information

Depositing User: Elizabeth Hidson

Identifiers

Item ID: 13595
URI: http://sure.sunderland.ac.uk/id/eprint/13595

Users with ORCIDS

ORCID for Elizabeth Hidson: ORCID iD orcid.org/0000-0001-7387-5666

Catalogue record

Date Deposited: 17 Jun 2021 13:48
Last Modified: 17 Jun 2021 13:48

Contributors

Author: Elizabeth Hidson ORCID iD
Author: Ian Elliott
Author: Alison Griffiths
Author: Vikki Wynn
Author: Simon Sheard
Author: Jemma Bell

University Divisions

Faculty of Education and Society > School of Education

Subjects

Education > Educational Research
Education > Higher Education

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