Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community

Alles, Martina; Seidel, Tina; Gröschner, Alexander

doi:10.1080/19415257.2018.1430049

Cited by 37 publications

(34 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, beyond specific models, two social aspects have been recurrently found to be important for successful collaborative reflection. Firstly, it seems to be crucial that the participants share an aligned idea of what the aim and the discursive rules of collaborative reflection are (Alles, Seidel, and Gröschner 2018;Attard 2012;Tillema and Van Der Westhuizen 2006;Yoon and Kim 2009). Secondly, it seems to be vital to generate an environment of trust and confidence among the participants (Alles, Seidel, and Gröschner 2018;Attard 2012;Postholm 2008;Wopereis, Sloep, and Poortman 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Supporting collaborative reflection in teacher education: a case study

Clarà

Mauri

Onrubia

2019

European Journal of Teacher Education

View full text Add to dashboard Cite

The aim of this paper is to understand how certain educational supports promote preservice teachers' learning to reflect in collaborative settings. To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest that collaborative reflection can be supported by organizing the process according to a twofold dynamic: from analysis to synthesis, and from open facilitation to directive facilitation. Six different types of assistance related to this dynamic, and provided by the teacher educator, are identified and qualitatively described: framing, oppositional voice, counterpoising alternatives, asking for the dilemma, problematizing, and modelling.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Supporting collaborative reflection in teacher education: a case study

Clarà

Mauri

Onrubia

2019

European Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Still, meta-studies indicate that TPD measures have an effect on teachers' competence and student learning if certain conditions are met (Desimone 2009;Yoon et al 2007). First results further support the effect of TPD on specific pedagogical facets of teachers' competence as well as their instructional practice (Alles et al 2018; Gräsel and Trempler 2017).…”

Section: Effects Of Opportunities To Learn On Teachers' Gpkmentioning

confidence: 55%

Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality

Nehls

König

Kaiser

et al. 2019

ZDM Mathematics Education

View full text Add to dashboard Cite

This paper aims at identifying qualitatively different profiles of teachers' general pedagogical knowledge as a central component of their competence. We applied a mixed Rasch model (Rost 2007) to a sample of 462 in-service, mathematics and non-mathematics teachers that were tested using a short version of the TEDS-M test for general pedagogical knowledge (König et al. 2011). The analysis revealed two profiles that were characterized by (quantitative) differences in their overall GPK level as well as (qualitative) differences resulting in varying rankings of certain items' difficulties. An item-level analysis revealed that the profiles differed mainly on test items dealing with adaptivity, most notably on a set related to Bruner's modes of representation. A person-focused comparison of the profiles showed that teachers who had undergone training for teaching mathematics had a higher chance of belonging to the profile with a strength on these adaptivity items. The profiles' were validated against teacher belief and instructional quality criteria. The results showed that teachers of different GPK profiles differed significantly in their epistemological as well as teaching and learning beliefs. Moreover, teachers differed significantly in the cognitive activation level of their instruction.

show abstract

“…With respect to observed change over time in teachers' nonverbal emotion expressions during the video-based training protocols, the emotions of surprise, defensiveness, and distraction were found to decrease in frequency from the first semester (DVC 1-1 and DVC 1-2) to the second (DVC 2-1 and DVC 2-2). This finding suggests that participants accommodated to the training over time with respect to the positive learning atmosphere and conversational culture afforded by the facilitator's mindfulness-oriented protocols (e.g., discourse rules; Alles et al, 2018;Gröschner et al, 2014). Despite this overall decline, defensiveness and distraction were found to be most frequent in the second workshop.…”

Section: Discussionmentioning

confidence: 91%

“…The final two workshops also had the facilitator guide in-depth discussions to help the teachers reflect, recall, and apply the concepts from Activities 1 and 2 to their teaching practice. Discourse rules and guiding questions were explained to participants before watching the clips to focus their attention on the discussion objectives, with the collective discourse rules prominently displayed during all sessions in written format to be referenced by the facilitator if needed (Alles et al, 2018). In general, according to DVC protocols, teachers choose a lesson they wish to improve, and they work on a revised plan that implements specific principles of productive classroom dialogue in terms of creating a pleasant atmosphere, guiding conversation, and promoting cooperation (Gröschner et al, 2014).…”

Section: Designmentioning

confidence: 99%

Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development

et al. 2018

Self Cite

View full text Add to dashboard Cite

Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year videobased TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers' emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities.

show abstract

Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community

Cited by 37 publications

References 27 publications

Supporting collaborative reflection in teacher education: a case study

Supporting collaborative reflection in teacher education: a case study

Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality

Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development

Contact Info

Product

Resources

About