Conversational Learning via Video Conferencing and Video Clips: A Singapore Case

C. Hu, L. Sharpe, A.F.L. Wong, and L. Crawford


  1. [1] L. Sharpe, S.N. Moo, L. Crawford, & S. Gopinathan, Teachersupervision patterns and discourse (Singapore: National Institute of Education, 1994).
  2. [2] R. Moore, Preservice teachers engaged in reflective classroomresearch, The Teacher Educator, 34(4), 1998, 259–275.
  3. [3] N. Sprinthall, A. Reiman, & L. Thies-Sprinthall, Teacherprofessional development, in J. Sihula (Ed.), Handbook ofresearch on teacher education (New York: Macmillan, 1996).
  4. [4] K.M. Zeichner & D.P. Liston, Reflective teaching: An introduction (Hillsdale, NJ: Lawrence Erlbaum & Associates,1996).
  5. [5] J. Dewey, How we think a restatement of the relation ofreflective thinking to the educative process (New York: Heathand Company, 1933).
  6. [6] H. Borko, P. Michalec, M. Timmons, & J. Siddle, Studentteaching portfolios: A tool for promoting reflective practice,Journal of Teacher Education, 48, 1997, 345–357. doi:10.1177/0022487197048005004
  7. [7] J. Butler, Professional development: Practice as text, reflectionas process, and self as focus, Australian Journal of Education,40, 1996, 265–283.
  8. [8] E.G. Pultorak, Following the developmental process of reflection in novice teachers: Three years of investigation, Journal of Teacher Education, 47, 1996, 283–291. doi:10.1177/0022487196474006
  9. [9] G. Rudney & A. Guillaume, Reflective teaching for student teachers, The Teacher Educator, 25(3), 1990, 13–20.
  10. [10] A. Brown, J. Bransford, R. Ferrara, & J. Campione, Learning,remembering, and understanding, in J.H. Flavell & E.M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development, 4 (New York: Wiley, 1983).
  11. [11] A. Collins, J. Brown, & S. Newman, Cognitive apprenticeship:Teaching the crafts of reaching, writing, and mathematics, inL. Resnick (Ed.), Knowing, learning, and instruction: Essaysin honour of Robert Glaser (Hillsdale, NJ: Lawrence ErlbaumAssociates, 1989).
  12. [12] B. White & J. Frederiksen, Inquiry, modelling, and metacognition: Making science accessible to all students, Cognition and Instruction, 16(1), 1998, 83–118. doi:10.1207/s1532690xci1601_2
  13. [13] D.A. Scöhn, The reflective practitioner (New York: Basic Books, 1983).
  14. [14] K.M. Zeichner & D.P. Liston, Teaching student teachers to reflect, Harvard Educational Review, 57(1), 1987, 23–48.
  15. [15] G. Pask, Conversation, cognition and learning (New York: Elsevier, 1975).
  16. [16] A. Cunliffe, Reflexive dialogical practice in management learning, Management Learning, 33(1), 2002, 35–61. doi:10.1177/1350507602331002
  17. [17] J. Shotter, Conversational realities: Constructing life throughlanguage (London: Sage, 1993).
  18. [18] D.A. Schön, Educating the reflective practitioner: Toward anew design for teaching and learning in the professions (SanFrancisco: Jossey-Bass, 1987).
  19. [19] L. Vygotsky, Mind in society: The development of higherpsychological processes (Cambridge, MA: Harvard UniversityPress, 1978).
  20. [20] S.D. Kruse, K.S. Louis, & A.S. Bryke, An emerging frameworkfor analyzing school-based professional community, in K.S.Louis, S.D. Kruse, & Associates (Eds.), Professionalism andcommunity: Perspectives on reforming urban school (ThousandOaks, CA: Corwin Press, 1995).
  21. [21] E. Wenger, Communities of practice: Learning, meaning andidentity (Cambridge, MA: Cambridge University Press, 1998).
  22. [22] N. Noddings, The challenge to care in schools (New York:Teachers College Press, 1992).
  23. [23] G. Thomas, S. Wineburg, P. Grossman, O. Myhre, & S.Woolworth, In the company of colleagues: An interim report onthe development of a community of teacher learners, Teachingand Teacher Education, 14(1), 1998, 21–23. doi:10.1016/S0742-051X(97)00058-9
  24. [24] J. Helms, Speaking of the subject: Science teachers reflect onthe nature of science, science teaching and themselves, doctoraldiss., Stanford University, Palo Alto, CA, 1996.
  25. [25] J. Little, Teacher development and educational policy, in M.Fullan & A. Hargreaves (Eds.), Teacher development andeducational change (London: Falmer Press, 1992).
  26. [26] A. Lieberman & M.W. McLaughlin, Networks for educationalchange: Powerful and problematic, in M.W. McLaughlin &I. Oberman, (Eds.), Teacher learning: New policies, newpractices (New York: Teachers College Press, 1996).
  27. [27] L. Aylward & G. MacKinnon, Exploring the use of electronicdiscussion group coding with preservice secondary teachers,Journal of Information Technology for Teacher Education,8(3), 1999, 335–347.
  28. [28] J. Killian & G.L. Willhite, Electronic discourse in preservice teacher preparation, Journal of Technology and Teacher Education, 11(3), 2003, 377–395.
  29. [29] M.L. Venn, R.L. Moore, & P.L. Gunter, Using audio/videoconferencing to observe field-based practices of rural teachers,Rural Educator, 22(2), 2000, 24–27.
  30. [30] S. Knight, S. Pedersen, & W. Peters, Connecting the universitywith a professional development school: Pre-service teachers’attitudes towards the use of compressed video, Journal ofTechnology and Teacher Education, 12(1), 2004, 139–154.
  31. [31] L. Sharpe, C. Hu, L. Crawford, S.N. Moo, S. Gopinathan,& A.F.L. Wong, Multipoint desktop videoconferencing as acollaborative learning tool for student teachers: A Singaporeexperience, Educational Technology, 40(5), 2000, 61–63.
  32. [32] C. Hu, L. Sharpe, L. Crawford, M.S. Khine, S.N. Moo, &A.F.L. Wong, Use videoconferencing for reflective practice bystudent teachers, Proc. Society for Information Technology &Teacher Education, 14th Int. Conf., Albuquerque, NM, 2003,1892–1895.
  33. [33] M. Moallem, An interactive online course: A collaborativedesign model, Educational Technology, Research and Development, 51(4), 2003, 85–105.
  34. [34] M. Chi, Constructing self-explanations and scaffolded explanations in tutoring, Applied Cognitive Psychology, 10, 1996, 33–49. doi:10.1002/(SICI)1099-0720(199611)10:7<33::AID-ACP436>3.0.CO;2-E
  35. [35] J. Hewitt, E. Pedretti, L. Bencze, B. Vaillancourt, & S. Yoon, New applications for multimedia cases, promoting reflective practice in preservice teacher education, Journal of Technology and Teacher Education, 11(4), 2003, 483-500.

Important Links:

Go Back