Abstract:
This paper reports on the findings of a study investigating the efficacy of learner-generated 'Ideas Video' tasks in pre-service teacher education. It explores the experiences of student teachers and their lecturer interacting with this succinct, advocacy-style video genre. The findings indicate this immersive task, modelling a design-based pedagogy involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge, beliefs and competency development. The study adds to the growi ng literature base espousing the significant roles of learner-generated digital video projects in teacher education.
