Changing teamwork practices: videopaper as a mediating means for teacher professional development

Hauge, Trond Eiliv; Norenes, Svein Olav

doi:10.1080/14759390903255551

Cited by 8 publications

(3 citation statements)

References 23 publications

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“…The classroom and online discussions revealed the improvement in teachers' practices of addressing the needs of language minority and immigrant students. In addition, the study by Hauge and Norenes (2009) reported the positive impact of the use of videopaper on teacher professional development.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

Koşar

Dolapçıoğlu

Akbana

2022

Participatory Educational Research

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Teacher professional development is to be continuous to ensure its sustainability, indicating the need for unceasing scaffolding provided to the teacher for their professional learning staring with the pre-service teacher education program and going on till their retirement. In-service teacher professional development programs/activities could lead to anticipated outcomes, improved teaching and learning performance, providing they are structured around the real professional development needs of the teacher rather than the ones determined by professional development units of ministries of education or school administration. That is to say, bottom-up professional development activities are more likely to generate desired impacts than top-down ones. In light of this premise, this explanatory sequential mixed methods study aims to identify the professional development needs of in-service English teachers teaching at Anatolian High Schools in the county of Antakya, Turkey. In addition, this study reports on the English teachers’ professional development practices. With these purposes in mind, a web survey was distributed to the teachers and the data it yielded were analysed running descriptive statistics. To gain deeper insights into the teachers’ professional development practices and needs, a semi-structured telephone interview was conducted and the data provided by it was subjected to inductive content analysis. The findings demonstrated that the teachers had been taking a number of steps for their professional development and were mostly in need of taking part in professional development activities that aimed at improving their skills of teaching and assessing speaking. Additionally, the findings pointed to the high value the teachers attached to bottom-up professional development activities.

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Section: Teacher Professional Developmentmentioning

confidence: 99%

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

Koşar

Dolapçıoğlu

Akbana

2022

Participatory Educational Research

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“…With the advance of technology, training through interpersonal modeling has been expanded to include also modeling through video and other mass media communication, which allow exposition to a diversity of models (Bandura, 2002). Self and peer video has also been used widely in the field of teachers' professional development as a reflexivity tool to examine and enhance teaching practice (for example, see Hauge & Norenes, 2009;Tripp & Rich, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

Beauregard

Rousseau

Mustafa³

2015

CJLT / RCAT

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Because they propose a form of modeling, videos have been recognised to be useful to transfer knowledge about practices requiring teachers to adopt a different role. This paper describes the results of a satisfaction survey with 98 teachers, school administrators and professionals regarding their appreciation of training videos showing teacher-led psychosocial interventions. The association between teachers’ appreciation of the video and their desire to implement the intervention are explored in terms of authenticity, vicarious learning and self-efficacy, in an attempt to further comprehend how the use of video supports different aspects of modeling (skills - know-how, attitudes - know-how to be). The authors suggest that training videos featuring teachers leading psychosocial interventions support knowledge transfer because learners can relate to successful peers and can think of themselves as competent to replicate the intervention and comfortable to adopt a different role in the classroom. Parce qu’elles proposent une forme de modelage, les vidéos ont été reconnues comme utiles pour le transfert de connaissances au sujet des pratiques exigeant que les enseignants jouent un rôle différent. Cet article décrit les résultats d’une enquête sur la satisfaction réalisée auprès de 98 enseignants, administrateurs et professionnels scolaires quant à leur appréciation des vidéos de formation montrant des interventions psychosociales menées par des enseignants. Le lien entre l’appréciation de la vidéo par les enseignants et leur désir de mettre en pratique l’intervention est exploré en matière d’authenticité, d’apprentissage par procuration et d’auto-efficacité, pour tenter de mieux comprendre comment l’usage de la vidéo appuie différents aspects du modelage (aptitudes, savoir-faire, attitudes, savoir-être). Les auteurs suggèrent que les vidéos de formation montrant des enseignants menant des interventions psychosociales appuient le transfert de connaissances, car les apprenants peuvent s’identifier à des pairs qui réussissent et peuvent s’imaginer comme ayant la compétence pour reproduire l’intervention et être à l’aise d’adopter un rôle différent dans la salle de classe.

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“…Parallel to the development of learning designs different kinds of technological resources have been implemented in the educational environment in order to support the learning activities hoped for by the educational provider. Examples are research on games (Kennedy, 2004), blogs (Klamma et al , 2007), pods (Lee and Chan, 2007), simulations (Häll and Söderström, 2011), video‐paper (Hauge and Norenes, 2009), and wikis (Lund et al , 2009). In this paper, the students performed collaboratively in a peer‐to‐peer situation using blogs hosted on a shared online environment.…”

Section: Peer‐to‐peer Learningmentioning

confidence: 99%

Blogs and the design of reflective peer‐to‐peer technology‐enhanced learning and formative assessment

Olofsson

Lindberg

Hauge

2011

Campus-Wide Info Systems

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PurposeThe purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer‐to‐peer learning can be designed and provided in online higher education.Design/methodology/approachThe research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.FindingsThe designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer‐to‐peer technology‐enhanced learning design.Research limitations/implicationsThe study is limited to one online higher education course. Additional research on educational technology and e‐assessment is needed. In particular, research on the informed design of technology‐enhanced learning practices characterized by formative e‐assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer‐to‐peer learning.Practical implicationsThe paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer‐to‐peer learning.Originality/valueThe paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three‐level classification model provides a dynamic possibility to analyze online higher educational practices.

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Changing teamwork practices: videopaper as a mediating means for teacher professional development

Cited by 8 publications

References 23 publications

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

Blogs and the design of reflective peer‐to‐peer technology‐enhanced learning and formative assessment

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