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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 (Unpublished)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)


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.
Department for Education (DfE). (2011). Teachers’ standards. Available online:
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.
Wegerif, R., (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer.

VEDA FES 2021 for SURE.pdf - Presentation
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Depositing User: Elizabeth Hidson


Item ID: 13595

Users with ORCIDS

ORCID for Elizabeth Hidson: ORCID iD

Catalogue record

Date Deposited: 17 Jun 2021 13:48
Last Modified: 06 Dec 2022 14:44


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

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Faculty of Education and Society > School of Education


Education > Educational Research
Education > Higher Education

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