Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers

Vogler, Anna-Marietha; Prediger, Susanne

doi:10.1007/s10857-017-9382-2

Cited by 5 publications

(2 citation statements)

References 24 publications

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“…This explains why we focused more on planning, especially as planning goes more with perception and conception. Understanding students' perspectives is critical as students with different social backgrounds tend to perceive and participate in classroom interactions in different ways (Vogler and Prediger, 2017).The aspects of the lessons that were given sufficient attention were teacher's activities and learners' activities. Focus on these rubrics was driven by the fact that that a logical reading of teachers and students' activities would produce an understanding of how the pre-service teachers encoded and captured the whole discourse on interaction.…”

Section: Methodsmentioning

confidence: 99%

Exploring Pre-service Teachers’ Perception of Interactional Activities in Lesson Planning

Justina¹

2020

ELT

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With the plethoric number of students in Cameroonian classrooms today, there is a common cry from teachers about the impracticability of creating interactional language lessons in the English as a foreign language (EFL) classroom. The implication of this is that, if interactional lessons have been identified as cardinal in the process of language learning, our learners are not or are less likely to be learning English as a foreign language. This paper holds that no teacher will be able to create interactive lessons if they do not fully understand what it is and how it works. The paper therefore investigates student teachers’ perception of interaction on a less theoretical stance to posit that their readiness to teach is governed by their perception of the concept of interaction and an understanding of how it works. Data were collected from two batches of 30 pre-students students from the Department of English at ENS Yaounde in 2018 and 2019. Upon completion of three semesters that qualify them to do practicum, they were asked to submit language lessons meant for interactive classrooms. The lessons were coded identifying trends related to interactive activities and later classified. Evidence from the data demonstrates significant recourse to previous learning culture of top-bottom lessons and high incidences of question–and-answer as a dominant pattern of interaction. In keeping with this, the paper questions the training approaches and argues that the inability of pre-service teachers to demonstrate practical understanding of classroom interaction is counterproductive to what potentially holds as language learning and that modules of training which allow teachers to seek patterns would be more productive than those which train them on classroom interaction.

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Section: Methodsmentioning

confidence: 99%

Exploring Pre-service Teachers’ Perception of Interactional Activities in Lesson Planning

Justina¹

2020

ELT

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“…There are some examples of work with learner perspectives in relation to teacher learning. Vogler and Prediger (2017) captured students' views of a teaching situation on videotape and then showed them to the teachers, reporting how seeing students' perspectives helped the teachers to think about the consequences of their interactions with students and proposing how they might interact differently in future. In work subsequent to the DIPIP project, we have shown that different ways of valuing and working with learner errors are important for learners' mathematical identities (Gardee, 2019).…”

Section: Human Resourcesmentioning

confidence: 99%