Watch your Teaching: A Reflection Strategy for EFL Pre-service Teachers Through video Recordings

Susoy, Zafer

doi:10.1016/j.sbspro.2015.07.501

Cited by 29 publications

(27 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers who watch their own teaching generally felt 'inside' the lesson and had their own instruction in mind [5]. Accordingly, by watching the recordings of their actual lessons as outside observers, teachers are more likely to remember or notice what actually happened in their lessons, which might allow teachers to write more detailed narratives and reflect at higher levels [27]. Video records of teaching have been used very successfully to support refection in pre-and in-service teacher development [5,20,28].…”

Section: A Benefits Of Video-based Reflectionmentioning

confidence: 99%

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Hamidah¹,

Yusuf²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

View full text Add to dashboard Cite

Doing reflective practice is a hallmark of teachers' professionalism in the world. One means to achieve it is through structuring the reflective practice via technology. Unfortunately, it was found rare in of Indonesian classroom practice. The central issue of this study is to uncover benefits and drawbacks of video-based reflection within Indonesian in-service teachers' professional development. Qualitative case study design was used to illuminate and declared every details of them over triangulating through three kinds of data; three reflective writings, a semi structure interview, and three field notes of three videotaped-classroom observation. It was found that video-based reflection helped teachers to notice actual teaching and learning events which actually need their immediate "helps". It also grants the teachers to recognize and evaluate their own aspect of teaching and also allowed the teachers to plan precise "response" to their subsequent lesson. The drawbacks of video-based reflection was detected on its technical constraints: condition of the device, teachers' familiarity to the process, and involvement of other party who took part as the camerapersons. Time of the process conduction was also contributed as one of its drawbacks. It suggests to result in earnest and worthy circumstances of classroom practice that should be internalized into the teachers' self-praxis to fulfill the advisability principle as a professional teacher and accompanied by device compliance to give optimum facilitation and accommodation for teacher professional development.

show abstract

Section: A Benefits Of Video-based Reflectionmentioning

confidence: 99%

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Hamidah¹,

Yusuf²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

View full text Add to dashboard Cite

show abstract

“…The diversity in the parameters that affect professional teacher agency will shed light onto the investigation of multifaceted professional agency formation. Very few studies have investigated the teacher trainees' sense of professional development and the restricting and strengthening effects of practicum teaching (Eröz-Tuğa, 2012;Susoy, 2015;Turnbull, 2005). However, studies reveal that practicum teaching is the first authentic context where teacher trainees are confronted with the real students and the work community.…”

Section: Introductionmentioning

confidence: 99%

Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts

Yakışık

Fişne

Ekşi

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

Teacher agency is a concept that defines a teacher's commitments and capabilities of making decisions and taking actions which result in a change in the community of teaching (Husu & Toom, 2010; Pietarinen, Pyhälto & Soini, 2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practical teaching experiences, it plays a crucial role in shaping teacher trainees' professional agency. Putting emphasis on the practicum teaching and different instructional backgrounds, this study aims to describe English language teacher trainees' sense of professional agency in practicum in Poland, Portugal, and Turkey. In addition, it attempts to compare three practicum settings in terms of the professional agency. The main findings of the study show that teacher trainees have a sense of professional agency in three countries but their level of agency varies. Considering the dynamics of agency, it can be stated that teacher trainees feel more agentic in reflection. Turkish and Portuguese practicum contexts show similarities in the components of reflection and positive interdependence; however, three countries significantly differ in the sense of professional agency from a holistic perspective.

show abstract

“…There are so many forms of reflective practice activities, such as ; learning journal, peer observation, students' feedback, peer coaching, teacher working group, video/audio recording, and action research (Fatemipour., 2013;Lee., 2007;Susoy., 2015;& Soisangwarn & Wongwanich., 2014). This study is focusing on peer observation.…”

Section: Introductionmentioning

confidence: 99%

“…The study conducted in Turkey by Susoy (2015) revealed that pre-service teachers are benefitted by watching their teaching videos. By assessing themselves through recorded teaching videos, the pre-service teachers became conscious of the events that occurred during their teaching which they could not realize in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Peer Observation as a Means to Develop Teachers’ Professionalism

Tosriadi

Asib

Marmanto

et al. 2018

IJMMU

View full text Add to dashboard Cite

The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers' classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers' pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers' perceptions on peer observation as means to develop teachers' professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers' positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they encountered in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues.

show abstract

Watch your Teaching: A Reflection Strategy for EFL Pre-service Teachers Through video Recordings

Cited by 29 publications

References 17 publications

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts

Peer Observation as a Means to Develop Teachers’ Professionalism

Contact Info

Product

Resources

About