Striving for Change: Video-Based Teacher Education Programmes and Related Research (Editorial)

Janík, Tomáš; Minaříková, Eva; Gröschner, Alexander

doi:10.14712/23363177.2016.10

Cited by 2 publications

(1 citation statement)

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“…The examples from the preliminary findings of the VARIETE project underline the potential of video-based dialogic reflections to help student teachers develop their professional vision as part of their RP, which aligns with findings by Stürmer et al (2013); Star and Strickland (2008) and Janík, Minaříková & Gröschner (2015), to name a few. The student group investigated here is specific in many ways, as the mixture of educational and geographical contexts means that the practices available on the video resources were more diverse from the student teachers' own practices than is the case in many reported research studies.…”

Section: Discussionmentioning

confidence: 59%

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

Hüttner¹

2022

Orbis Scholae

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The contribution present data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early career teachers (with about two to four years teaching experience) from diverse geographical and educational backgrounds. Overall, interactions amounting to 349 minutes were recorded. Data show interesting interactions between participants describing and noticing specific teaching events on the video material, the challenges of suspending evaluation and the crucial role of dialogue in deepening the reflective process. Findings also show the affordances of video materials on fostering professional vision, such as the means of re-watching episodes and of several participants having seen the same teaching event. Although the participants had teaching experience, the facilitators were crucial in guiding towards both specific moments in the teaching events observed and to theory-based knowledge available to the participants. This raises implication for both pre- and in-service teaching aimed at reflective practice.

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Section: Discussionmentioning

confidence: 59%

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

Hüttner¹

2022

Orbis Scholae

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Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge

Michalsky

2020

Metacognition Learning

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Striving for Change: Video-Based Teacher Education Programmes and Related Research (Editorial)

Cited by 2 publications

References 3 publications

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection

Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge

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