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The article reviews related literature and compares effectiveness against the earlier model using mentor teacher grading from the second practicum placement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 44  Issue 8 | Article 6 |\n| --- | --- |\n| 2019\u003Cbr>An Evaluation of the use of an Online Demonstration School\u003Cbr>Robert Whannell\u003Cbr>University of New England, [rwhannel@une.edu.au](rwhannel@une.edu.au)\u003Cbr>Jane Lamb\u003Cbr>University of New England, [jlamb3@une.edu.au](jlamb3@une.edu.au)\u003Cbr>Linley Cornish\u003Cbr>University of New England, [linley.cornish@une.edu.au](linley.cornish@une.edu.au)\u003Cbr>[Tim Bartlett-Taylor](Tim Bartlett-Taylor)\u003Cbr>University of New England, [tbartle4@une.edu.au](tbartle4@une.edu.au)\u003Cbr>Brenda Wolodko\u003Cbr>University of New England, [bwolodko@une.edu.au](bwolodko@une.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nWhannell, R., Lamb, J., Cornish, L., Bartlett-Taylor, T., & Wolodko, B. (2019) . An Evaluation of the use of an Online Demonstration School. Australian Journal of Teacher Education, 44(8) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss8/6](https://ro.ecu.edu.au/ajte/vol44/iss8/6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol44/iss8/6](https://ro.ecu.edu.au/ajte/vol44/iss8/6)  \nAn Evaluation Of The Use Of An Online Demonstration School  \nRobert Whannell  \nJane Lamb  \nLinley Cornish  \nTim Bartlett-Taylor  \nBrenda Wolodko  \nUniversity of New England  \nAbstract: In 2016, a change was made to the approach taken for  \ndelivery of the first practicum placement experience for initial teacher education students at [the university]. Rather than the traditional 20-  \nday in-school observation placement, an alternative 10-day online  \nexperience, called the Online Demonstration School (ODS), was  \ndeveloped. The ODS provided students with a fully online practicum  \nexperience involving viewing videos of a variety of classroom  \nsituations developed in conjunction with local schools. Subsequent  \nreflection and collaboration with peers and academics allowed  \ntargeted aspects in the classroom situations to be examined in depth.  \nThis article summarises the literature supporting this change and  \npresents a comparison of the effectiveness of these two alternative  \napproaches based upon an analysis of mentor teacher grading of the second practicum placement completed. The analysis indicates that  \nthere are few significant differences in grading of the second in  \nschool practicum placement by mentor teachers based upon whether students complete the in-school placement or the ODS. The benefits of  \nthe use and possible future development of the ODS are discussed.  \nIntroduction  \nStudents enrolled in initial teacher education programs at [the university] are required to complete a number of practicum placements in schools to enhance their preparedness to teach and meet the Australian Professional Standards for Teachers at the Graduate level. Meeting each of the 37 Graduate Teaching Standard Descriptors (GTSDs) during the final practicum placement is a requirement for successful completion of an initial teacher education program. Historically, the first practicum placement was conducted in a primary or secondary school and involved observation only, with in-class teaching not being required until the second practicum placement. In 2016, the School of Education (SoE) at [the university] introduced an alternative approach to completing the initial practicum placement, with students completing an online professional experience in the ODS, requiring them to engage with a series of videos of in-school teaching and learning practices intended to represent a wide range of experiences involved in the classroom and broader school context. This article commences with a review of the literature relating to the use of video to enhance initial education teacher prac","cbCaiqNuAgXBXC0T","https://ap.wps.com/l/cbCaiqNuAgXBXC0T","pdf",475997,"English","# Introduction\n## Aim of Teacher Education\n## Current Practices and Challenges","[{\"question\":\"What change was introduced in 2016 for the first practicum placement?\",\"answer\":\"The approach shifted from a traditional 20-day in-school observation to a 10-day online experience called the Online Demonstration School (ODS).\"},{\"question\":\"How does the ODS learning experience work for students?\",\"answer\":\"Students complete a fully online practicum by viewing videos of classroom situations developed with local schools, followed by reflection and collaboration with peers and academics.\"},{\"question\":\"What do the results indicate about grading differences for the second practicum placement?\",\"answer\":\"Mentor teacher grading shows few significant differences between students who completed the in-school placement and those who completed the ODS.\"}]","An Evaluation of the use of an Online Demonstration School - Article 6 | PDF",1792078067,48]