Conceptualising and facilitating active learning: teachers’ video‐stimulated reflective dialogues

Powell, Ed

doi:10.1080/14623940500220202

Cited by 53 publications

(43 citation statements)

References 10 publications

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“…Arguably, in the teacher education context, a post-teaching supervision discussion on practice teaching is a situation in which the use of video can be effectively combined with guidance. Powell (2005) showed that dialogues supported with VSR provided teachers with a focus for exploring their own practices and led to better articulation of their thinking process, as well as of their emotions. Further, we see that facilitating pre-service teachers' reflective processes with video and situated in the post-teaching supervision discussion has the power to integrate the teaching of knowledge and skills and the learning of reflection.…”

Section: Video As a Facilitator Of Learning To Teachmentioning

confidence: 99%

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher’s Reflection on Teaching and Post-Teaching Supervision Discussion—A Case Study from Finland

Lutovac¹,

Kaasila²,

Juuso³

2015

JEL

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The use of video in learning to teach is not new. The vast body of research shows that both pre-service and in-service teachers benefit from analyzing video lessons conducted by experienced teachers, their peers, or themselves. In this narrative case study, we analyze one post-teaching supervision discussion about a mathematics lesson. The study provides an insight into a unique setting where teaching practice took place, i.e. one teacher training school in Finland. We aim to demonstrate one pre-service teacher's learning process in the post-teaching discussion supported by the recursive use of video-stimulated recall (VSR). VSR was used first, as a tool for encouraging reflection on the lesson during the supervision discussion, after which the pre-service teacher was interviewed while watching a video of the supervision discussion. We argue that the recursive reflection on different kinds of videos may help pre-service teachers better learn from their own teaching experiences and from the advice of the experienced supervising teacher. In addition, arguably, the recursive use of VSR may be a fruitful method for educational researchers studying teacher education.

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Section: Video As a Facilitator Of Learning To Teachmentioning

confidence: 99%

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher’s Reflection on Teaching and Post-Teaching Supervision Discussion—A Case Study from Finland

Lutovac¹,

Kaasila²,

Juuso³

2015

JEL

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“…The approach has the potential to inform practice as well as research (see e.g. Clarke, 1997;Powell, 2005). There are benefits for participating teachers reflecting on their own work, but also valuable and often missed (Alexander, 2000) potential insights to be contributed by learners, and alternative, perceptive and, as Krull, Oras, and Sisask (2007) found, critical insights that can be contributed by uninvolved teachers.…”

Section: The Challengementioning

confidence: 99%

“…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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“…This was minimized through the use of unobtrusive cameras or deconstructed, for example, by locating the researcher's view on the video content in plain sight as participants enter the teaching space, implicitly inviting participants to share the researcher perspective. Most powerfully though, as Clarke (1997) and Powell (2005) observe, the knowledge generated together in video stimulated dialogue can inform practice as well research; by ensuring that we 'talk with whom we watch' (Alexander 2000, 269). In this way, concerns regarding gaze in observational and video methods can be allayed.…”

Section: Video Stimulated Dialoguementioning

confidence: 99%

Methods that teach: developing pedagogic research methods, developing pedagogy

Nind

Lewthwaite

2018

International Journal of Research & Method in Education

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This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These 'methods that teach' are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly 'hard to know' and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped. ARTICLE HISTORY

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Conceptualising and facilitating active learning: teachers’ video‐stimulated reflective dialogues

Cited by 53 publications

References 10 publications

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher’s Reflection on Teaching and Post-Teaching Supervision Discussion—A Case Study from Finland

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher’s Reflection on Teaching and Post-Teaching Supervision Discussion—A Case Study from Finland

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

Methods that teach: developing pedagogic research methods, developing pedagogy

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