Abstract
ABSTRACT This paper takes closed‐circuit television as a particular example of media services support and argues that it can, and should, play a major role in staff development in further and higher education. Three main areas of use will be considered: (1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises; (2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation; (3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages
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