Using Reflective Dialogues as a Tool for Engaging with Challenges of Defining Effective Pedagogy

Moyles, Janet; Adams, Siân; Musgrove, Alison

doi:10.1080/03004430214551

Cited by 31 publications

(39 citation statements)

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“…In early childhood education, video clips of teaching have been used to encourage self-critique, challenge teacher assumptions, and encourage reflective practice (e.g. Fukkink and Tavecchio 2010;Moyles et al 2002). Video clips of teaching practice have also been used with early childhood educators to heighten their awareness of facets of their own practices, elucidate their decision-making regarding adult-child interaction, and engage in direct selfcritique (e.g., Wood and Bennett 2000).…”

Section: Use Of Video To Support Peer Feedback and Teacher Reflectionmentioning

confidence: 98%

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Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

Kennedy

Lees

2015

Early Childhood Educ J

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Video-based peer coaching and tiered supports were used to promote pre-service teachers' developmentally appropriate adult-child interactions during a semester-long learning module focusing on education, care, and early intervention for infants and toddlers. Undergraduate majors (n = 19) in their second year of an early childhood teacher education program were enrolled in a field-based birth-to-three experience. The module under study took place during one of eight semesters of guided field based apprenticeship, with classroom teachers and early childhood faculty providing constant direct supervision and field-based instruction. Faculty collaborated with Early Head Start teachers to implement a system of tiered supports including universal, targeted, and intensive strategies and interventions derived from principles of multitiered systems of support; video-based peer coaching served as a support at each level of this framework. The field-based module took place in Early Head Start classrooms, where candidates were assessed weekly on developmentally appropriate practice using the CLASS (LaParo et al. in Classroom Assessment Scoring System (CLASS) manual, toddler. Paul H. Brookes, Baltimore, 2012). Peer coaching groups provided weekly feedback on uploaded video clips of student-led classroom activities. These supports positively influenced undergraduates' interaction behaviors; interviews revealed dimensions of their personal and professional growth. Implications for teacher preparation and further research are discussed.

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Section: Use Of Video To Support Peer Feedback and Teacher Reflectionmentioning

confidence: 98%

“…Teachers have recognized videos as a form of professional development, as well as valued opportunities to engage in collaborative discussions and develop shared understandings with colleagues regarding effective practices and children's behavior (e.g. Moyles et al 2002).…”

Section: Use Of Video To Support Peer Feedback and Teacher Reflectionmentioning

confidence: 99%

Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

Kennedy

Lees

2015

Early Childhood Educ J

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“…Videos are useful sources for rich interpretation of events, allowing multiple observers to view and interpret individually or in groups (Moyles et al, 2002;Hsueh & Tobin, 2003). Great care must be taken to guard against assumptions that in watching we 'understand' more than is warranted of what is transpiring.…”

Section: Use Of Video In This Interpretive Approachmentioning

confidence: 99%

‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood

Gillen

Cameron

Tapanya

et al. 2007

Early Child Development and Care

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“…Video stimulated recall is an established method for helping teachers to reflect on their practice (see Moyles, Adams, & Musgrove, 2002;Pirie, 1996;Powell, 2005). Debate about refining the method focuses on the timing of the stimulated recall; Lyle (2003) argues from experience that for accurate recall it is important to conduct the video-stimulated interview as soon after the event as possible, though tiredness can work against this.…”

Section: The Challengementioning

confidence: 99%

Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods

Nind

Kilburn

Wiles

2015

International Journal of Social Research Methodology

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Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers' pedagogical decision-making and learners' experience of, and response to, various pedagogical practices. The context is a study of capacity-building short courses in advanced social science research methods, specifically courses on: multi-modal analysis, computer-assisted qualitative data analysis software, multi-level modelling, and systematic review. The paper examines the methodological challenges of capturing the everyday realities of methods classrooms for teachers and learners and the affordances of using dialogue on observed teaching sessions to gain further insight into each other's thinking and action. It concludes with lessons learned about methodological and pedagogical processes and an argument about the value of bringing methods and standpoints together in creative dialogue.

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Using Reflective Dialogues as a Tool for Engaging with Challenges of Defining Effective Pedagogy

Cited by 31 publications

References 0 publications

Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood

Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods

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