VIDECOM project has participated in the International Congress NODOS, a reference space for educational innovation and research in technology applied to training.
In this edition, Alicia Martí-Climent and Aina Reig have presented the communication entitled ‘Academic video reviews as a formative assessment tool in initial teacher training: study within the framework of VIDECOM project’. You can see the full speech on the website of NODOS del conocimiento.
The proposal explores the potential of academic video reviews as an innovative strategy for the training assessment on the initial teacher training
Based on the experience developed in the framework of the VIDECOM project, they analyse the benefits of this methodology to promote critical thinking, digital competences and academic communication in future teachers. With this contribution, the project reinforces its commitment to knowledge transfer and the incorporation of digital practices which improve the quality of education.
Academic video reviews as a formative assessment tool in initial teacher training: study within the framework of VIDECOM project.
Introduction
This communication presents an study within the framework of the research project ‘The use of video in multilingual contexts for the improvement of teaching competence. Research on the development of communication strategies in language training and didactics of future teachers (VIDECOM)’ (CIGE/2024/119). This project is focused on the use of video in multilingual contexts to improve the teaching competence. The project focuses on the analysis of academic video reviews, seen as audio-visual productions that combine critical lecture, content synthesis and oral expression.
Objectives
The study has three main objectives:
- Analysing the potential of video reviews as an assessment tool in initial language teachers training.
- Examine how this practice contributes to the development of communicative and reflective strategies in multilingual contexts.
- Identify evidences on its impact in the construction of the teacher’s professional identity.
Methodology
It has a quality approach based on the analysis of 416 video reviews made by Bachelor and Master students. The corpus includes reviews made in subjects of language didactics, where students were asked to create an audiovisual critical review of academic readings. The analysis is structured in four categories: presentation of the reading and its author, selection of content, recommendation criteria and speech building.
Discussion
The data reveals that video reviews involve a change in the traditional concept of assessment, integrating processes of self-regulation and feedback aimed at continuous improvement. VA-Rep (reproductive) tend to focus on reproducing content, with little assumption of a mediating and critical role, except in the final recommendation. In contrast, VA-Crit (critical) are characterized by the adoption of a critical stance, which involves the transformation of knowledge (Bereiter and Scardamalia, 1987) and the appropriation of the rhetorical situation, linked to knowledge of genre and communicative purpose. In addition, aspects of transition between VA-Rep and VA-Crit can be observed, which demonstrate the learning path from inexperienced to expert and support the educational value of the proposal, in line with Elche-Larrañaga and Yubero (2019).
Results
Early findings confirm that video reviews:
- Promote academic and media literacy.
- Promote autonomy and creativity in oral expression.
- Contribute to the building of more conscious and critic professional identity.
These results agree with previous researches (Martí-Climent, Reig & Rodríguez-Gonzalo, 2023, 2024), that highlight the value that video has on teacher training
Conclusions
The incorporation of academic video reviews as a formative assessment tool is an innovative strategy that responds to the challenges of multilingual and digital education. Its implementation not only promotes the comprehensive development of future teachers through the acquisition of communication, technological, and reflective skills, but also enhances self-regulation and autonomy in the construction of knowledge. In addition, metacognitive reflection is encouraged by requiring students to articulate theoretical and practical knowledge from a critical and transformative perspective, which consolidates their professional identity in a collaborative and socializing learning context.
