Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme

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

doi:10.13128/formare-15124

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Video Recordings As a Reflective Tool1

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2023

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“…Depending on design and teacher willingness, reflective and collective analysis can occur exclusively between teacher and researcher during a kind of interview (Sedova et al, 2016) or involving the collaboration of other participants (Kiemer et al, 2014). In both cases, the video clips were collaboratively analyzed, focusing on specific issues.…”

Section: Video Recordings As a Reflective Toolmentioning

confidence: 99%

Challenges in school-based teacher professional development

Lago¹,

Camillo²,

Mattos³

2023

Gláuks

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Teacher education has a long tradition of prescriptive curriculum-based and skills-centered models that convey simplistic conceptualisations of teacher learning. Only recently, this trend has shifted towards promoting teachers' agency in their own professional development. In this work, we reflected on the challenges faced ?while building one partnership based on teachers' inquiry during and over the pandemic. The intervention was targeted to promote classroom dialogue and should have employed the use of video recordings to capture and analyze teachers' practice. The main point addressed here was the teachers' tacit rejection of the video recording and the building of a new tool. Moreover, the cordial culture among teachers and researchers did not offer space for critical reflection on practice. Overall, despite the school leadership being willing and committed to the ?programme, the implementation revealed how the schooling system does not value or ?create conditions for TPD.

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Section: Video Recordings As a Reflective Toolmentioning

confidence: 99%