Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs

Gröschner, Alexander; Seidel, Tina; Pehmer, Ann-Kathrin; Kiemer, Katharina

doi:10.1007/s11612-014-0248-0

Cited by 44 publications

(24 citation statements)

References 34 publications

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“…The facilitator chose video excerpts based on the criteria for productive classroom dialogue and therefore the elements teachers had worked on during the Workshop 1 in the DVC. These clips were used as a basis for the teacher reflections in workshops 2 and 3 (Gröschner, Seidel, Pehmer, & Kiemer, 2014).…”

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

Self Cite

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“…As mentio (ATP)) we componen coherence observed i described facilitator supported teachers' discussions about the adoption of lesson plans (Gröschner, Seidel, Pehmer, & Kiemer, 2014).…”

Section: Implemmentioning

confidence: 99%

“…Six teachers chose to participate in the DVC and four in the ATP. The teachers in the two programs did not differ in their motivation to learn about productive classroom dialogue (four-point Likert scale) (U = 7.00, z = −1.14, p = .25) during their participation in the DVC (M = 3.51, SD = .47; M Rank = 4.67) or the ATP (M = 3.81, SD = .38; M Rank = 6.75) (Gröschner et al, 2014). In addition, teachers' characteristics in the DVC and ATP showed no significant differences in age, teaching experience, gender or subject (math and science) between the two programs .…”

Section: Participant Characteristicsmentioning

confidence: 99%

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Alles¹,

Seidel²,

Gröschner³

2017

IES

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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“…In addition, Blomberg, Renkl, Sherin, Borko, and Seidel (2013) assumed that observing videos can be overwhelming, particularly for novice viewers and when first exposed to videotaped classroom situations. Previous research has emphasized that peer groups can help to increase the viewers' focus on relevant learning situations and critical incidents, for which guidelines should be established for discussing videos to inspire confidence among group members (Gr€ oschner, Seidel, Pehmer, & Kiemer, 2014;Van Es, 2012;Van Es, Tunney, Goldsmith, & Seago, 2014;Zhang et al, 2011).…”

Section: Fostering Preservice Teachers' Noticing Abilities With Videomentioning

confidence: 99%

“…Early approaches often implemented unstructured video replay to confront viewers with their own behavior, while other instructional elements played a minor role (Fukkink, Trienekens, & Kramer, 2011). In contrast, current video feedback approaches enrich video viewing with additional instructiondfor example, explanations of effective professional behavior or guidance from a supervisor or facilitator (Fukkink et al, 2011;Gr€ oschner et al, 2014;Rich, 2015;Van Es et al, 2014).…”

Section: Fostering Preservice Teachers' Noticing With Structured Vidementioning

confidence: 99%

Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

Kleinknecht

Gröschner

2016

Teaching and Teacher Education

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102

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Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs

Cited by 44 publications

References 34 publications

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

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