Design and Enactment of Mobile Video Coaching

Abstract

Video coaching can powerfully support teacher learning, but its implementation in face-to-face form presents substantial practical challenges. While mobile learning offers several potential solutions, we have limited insight into the design of mobile video coaching programs and especially into how specific technologies can attend to teacher learning needs during video coaching. Using conjecture mapping concepts, this theoretical article presents a generic model for video coaching, and proposes specific design features for mobile video coaching. After distinguishing between technologies that primarily facilitate access and technologies used as cognitive tools, attention is given to (their role in) the design of mobile video coaching in terms of the: activities and tasks planned; materials and resources used; and participation and practices envisioned. Following discussion of mobile video coaching in light of the situated, social, and distributed nature of teacher learning, the article concludes with implications for educational technology coordinators.

‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators

“…Training and instruction followed by continued practice are necessary (Miller, 2011). Notably, reflective frameworks (Nolan & Sim, 2011), rating scales (Thorsen & Devore, 2013), observation (Gün, 2011), video (van Der Linden et al, 2019), and guided journaling (Scarlet & Gallen, 2020) have been successful within the broad field of education. In combining techniques, reflective practice is strengthened (Nolan & Sim, 2011).…”

“…Thorsen and Devore (2013) present a comprehensive consolidation of several research perspectives (p. 98) to obtain an overall reflectivity rating. Observation of colleagues, either in person or via video draws attention to action in practice (Rouse, 2012) and allows educators to compare their practice with others (van Der Linden et al, 2019). Finally, structured journaling that guides educators to incorporate each layer of reflection is particularly beneficial (Larrivee, 2008).…”