Teachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents

Current models for teacher education are not delivering enough teachers of sufficient quality across the developing world (UNSECO, 2015). In 2005, UNESCO suggested that ‘Training models for teachers should be reconsidered in many countries to strengthen the school-based pre-and in-service training rather than rely on lengthy traditional, institutional pre-service training’ (p3). Increasingly, modes of open and distance learning, particularly the application of accessible and affordable mobile technologies, are seen as vital to support new approaches in the large-scale provision of teacher training and development. Sustainable Development Goal Four (UNESCO, 2015), with its emphasis on the quality of the education that children receive, means that understanding the potential of mobile technologies to support teaching learning and development, has become an urgent issue. This paper will focus on innovative approaches taken by the Open University UK, to school-based preand inservice teacher training, using video, across 3 continents – Africa, Asia and South America. It will use case studies to demonstrate various approaches, surfacing teachers’ voices and experiences of new ways of learning. It will share the successes and challenges of using video to support teacher education at scale and describe the impact that the training has had on teachers and their teaching. By examining common features across the examples presented, the paper will draw on models of teacher learning and video use and demonstrate that technology can add value to teacher development activities provided that appropriate support, consistent with the pedagogy that is being promoted, is in place. Introduction The EFA Global Monitoring Report UNESCO (2015) highlights the continuing shortage of teachers across the developing world despite the focus on universal primary education. In an attempt to meet this demand, teacher quality has sometimes been compromised with many unqualified or under-qualified teachers being employed (Education International, 2007); teacher education is therefore under scrutiny. National policy frameworks (eg India (2005), Kenya (2012), Zambia (2013)) emphasise classroom pedagogy as a way of improving the quality of education and highlight the importance of learners being actively involved in lessons. However, teacher education courses (both pre-service and in-service) are often not fit for purpose; they do not model participatory pedagogy and are highly theoretical (O’Sullivan, 2010). New models of teacher education are required, which operate at scale, are consistent with policy aspirations and reflect current social trends, such as available and affordable mobile technologies. The current emphasis on quality in SDG 4 means that developing new models of teacher education and understanding the potential of mobile technologies to support teacher learning and professional development, has become an urgent issue. The Open University (OU) has a strong record in developing appropriate, professional learning programmes for teachers and teacher educators, which use accessible and affordable mobile technologies to deliver high quality resources. In collaboration with teachers and teacher educators all over the world the (OU) has developed written, audio and video material to support teacher learning. The internet is used to deliver high quality Open Educational Resources (OER) and learning opportunities; content is supplied on SD cards, on memory sticks and on CDs as well as in print form if required. Networked computer labs, tablet computers, mobile phones and online learning platforms all provide access to resources. A significant component of this work is the use of video to support teacher learning. This paper presents four case studies from India, Bangladesh, Peru, and Africa, specifically looking at the use of video and the balance between technology and support in delivering change in teaching practice. The case studies illustrate the successes and opportunities presented by video as a learning tool, alongside some of the challenges and difficulties. We explore the making of authentic video, mobile phones as a delivery mechanism, the importance of mediation, the use of professionally produced films and the use of ‘home-made’ video by