Abstract: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… Show more
“…Pre-and post-surveys provided the data for this comparison. This design adds to previous evidence ( Van den Bergh et al, 2014;Schindler et al, 2016) that did not measure the difference in outcomes between an intervention group and a comparison group. This study provides evidence of change in teachers' practice through analysis of video taped lessons.…”
Section: 1mentioning
confidence: 92%
“…This outcome is very encouraging from the perspective of Hattie and Timperley's typology. Several other small-scale projects have also reported positive impacts of video clubs on teachers' thinking and practice about feedback (Van den Bergh et al, 2014;Gröschner et al, 2015;Schindler et al, 2016).…”
Section: Teachers' Thinking and Practice In Dialogic Teaching And Ver...mentioning
We report the outcomes of an evaluation of a 'video club' intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement we examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups and interviews. We evaluate change in teachers' thinking and practice using survey results for participants compared to a comparison group of nonparticipating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers' thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. We conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.
“…Pre-and post-surveys provided the data for this comparison. This design adds to previous evidence ( Van den Bergh et al, 2014;Schindler et al, 2016) that did not measure the difference in outcomes between an intervention group and a comparison group. This study provides evidence of change in teachers' practice through analysis of video taped lessons.…”
Section: 1mentioning
confidence: 92%
“…This outcome is very encouraging from the perspective of Hattie and Timperley's typology. Several other small-scale projects have also reported positive impacts of video clubs on teachers' thinking and practice about feedback (Van den Bergh et al, 2014;Gröschner et al, 2015;Schindler et al, 2016).…”
Section: Teachers' Thinking and Practice In Dialogic Teaching And Ver...mentioning
We report the outcomes of an evaluation of a 'video club' intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement we examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups and interviews. We evaluate change in teachers' thinking and practice using survey results for participants compared to a comparison group of nonparticipating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers' thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. We conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.
“…From this perspective, it is interesting to see − most clearly in the interventions studied by Schindler et al (cf. Pehmer et al, 2015;Schindler et al, 2015) and Berson et al (2015) − that the challenge to teachers of translating thought into action crucially depended on opportunities to repeatedly collaborate on lesson planning and move rapidly through complete cycles of planning, teaching and reflection. This finding suggests the importance of designing PD activities as consecutive cycles.…”
Section: Implications For Intervention Designmentioning
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