The impact of video review on supervisory conferencing

Abstract

This study investigated how video-based observation may alter the nature of postobservation talk between supervisors and teacher candidates. Audio-recorded postobservation conversations were coded using a conversation analysis framework and interpreted through the lens of interactional sociology. Findings suggest that videobased observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidates to comment at greater length about their teaching, initiate topics, and cite evidence through reference to the video data. Implications for the role of supervisors and the potential of video-informed postobservation conferencing are discussed. With video, I can see every part of what's going on and I can see what the kids are saying and you know, this way, it's not like I'm thinking about the observer, instead I'm up there, and I'm concentrating on what I want to do and what I want to accomplish in the lesson. . .then with video it's like I have my own feedback.

Reflective teaching of an in-service EFL teacher to improve a professional skill

“…Afterward, this study examined the influence of video-based reflection to improve teaching skills. This study has a conclusively huge purpose of developing the teacher quality in the next teaching sessions which has similar objectives with the previous studies such as [4], [5], [16], which focus on developing teachers quality in the teaching process. Hence, it could credibly be assumed that video-based reflection assisted the teacher in developing the teaching quality.…”

Video as a Tool in Teacher Learning

“…Indeed, video records of teaching have been used very successfully to support reflection in pre-and in-service teacher development (e.g., Baecher & McCormack, 2015;Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008;Sherin & van Es, 2005;Tripp & Rich, 2012;Welsch & Devlin, 2007). These and many other studies have shown ways in which skilled facilitators enable teachers to reap the full benefits of video review.…”

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

“…When considering the context of second language education, studies of preservice candidate beliefs have considered myriad issues, including: teacher educators who are not native speakers of the language (e.g., Kang, 2015); how they have been evaluated while in practicum (Merç, 2015;Baecher & McCormack, 2015); the discrete elements of the languages they are teaching (e.g., Fenwick, Humphrey, Quinn & Endicott, 2014); the methods of instruc-Teacher candidates in this study enter their Bachelor of Education (BEd) program with their own lived experiences as learners of a second language, either French, English, or even other languages. During their BEd year, they may add scientific concepts as gained through their methodology courses and additional concepts gained in practice teaching.…”