Using a video annotation tool to enhance student-teachers’ reflective practices and communication competence in consultation practices through a collaborative learning community

Shek, Mei Po Mabel; Leung, Kim Chau Charles; To, Peter Yee-Lap

doi:10.1007/s10639-021-10480-9

Cited by 14 publications

(11 citation statements)

References 52 publications

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“…Educators are continually recommended to apply reflective practice in getting a better understanding of what they know and do as they develop their knowledge of practice ( Loughran, 2002 ; Lubbe and Botha, 2020 ). In fact, reflective practice is now a prominent part of training for trainee teachers (e.g., Shek et al, 2021 ; Childs and Hillier, 2022 ; Ruffinelli et al, 2022 ) because it can help future teachers review their own practices and develop relevant skills where necessary.…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing the complexity of reflective practice in education

Mohamed

Rashid²,

Alqaryouti³

2022

Front. Psychol.

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In higher education, reflective practice has become a dynamic, participatory, and cyclical process that contributes to educators’ professional development and personal growth. While it is now a prominent part of educators, many still find it challenging to apply the concept for it carries diverse meaning for different people in different contexts. This article attempts to (re)conceptualize the complexity of reflective practice in an educational context. Scholars in this field have taken different approaches to reflective practice, but all these approaches consist of four main components in common: (i) reflecting; (ii) planning for future action; (iii) acting; and (iv) evaluating the outcomes. We extend the existing literature by proposing a model which integrates these four components with three key aspects of reflection: problem-solving, action orientation, and criticality. The novelty of this model lies within its alignment of the three key aspects with different levels of criticality in a comprehensive framework with detailed descriptors provided. The model and its descriptors are useful in guiding individuals who directly or indirectly involve in critical reflection, especially educators, in appraising their levels of criticality and consequently engage in a meaningful reflection.

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Section: Introductionmentioning

confidence: 99%

Conceptualizing the complexity of reflective practice in education

Mohamed

Rashid²,

Alqaryouti³

2022

Front. Psychol.

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“…Teachers in this study were expected to make their reflections in writing, and to create a sound recording if they wanted to. Different digital resources and tools such as video annotation tool (e.g., Shek et al, 2021) or coding software can be used for teachers to make their reflections. In this way, teachers can use their time effectively.…”

Section: Discussionmentioning

confidence: 99%

In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Toker

Yücelyiğit

2022

Kuramsal Eğitimbilim

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Reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers' opinions about the use of video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers’ Reflection Reports written for twelve weeks about one recorded lesson per week, and a Post-interview Protocol after the 12-week video-based self-reflection period. The main findings show that the teachers’ video-based self-reflections constitute nine categories and two weeks of video-based self-reflection process resulted in changes in terms of density and content in teachers’ opinions about the use of video-based self-reflection.

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“…Cheng ( 2014 ) performed a qualitative analysis of the content on massive open online course (MOOC) forums: the results suggest that altruistic and positive emotions within a community are essential for adults and professional MOOCs because of the desire to maintain a high quality of knowledge. Shek et al, ( 2021 ) investigated interactive participation of online discussion group members and discovered that such participation promoted the discussion group’s existence and connectivity during the knowledge-building process. Expressing opinions in response to others’ comments, raising queries, and theorizing are important factors to achieve knowledge building (Guinot et al, 2015 ; Nguyen et al, 2022 ; Shek et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Shek et al, ( 2021 ) investigated interactive participation of online discussion group members and discovered that such participation promoted the discussion group’s existence and connectivity during the knowledge-building process. Expressing opinions in response to others’ comments, raising queries, and theorizing are important factors to achieve knowledge building (Guinot et al, 2015 ; Nguyen et al, 2022 ; Shek et al, 2021 ). A perspective based on interpersonal altruism ensures the continuous creation of new contributions at different times throughout the entire discussion process, continuously maintains personal relationships, and accelerates collaborative performance within the learning community (Habibi et al, 2018 ; Nelimarkka et al, 2021 ; Tzanavaris et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…During the teaching period, working with an online learning communities can be a useful strategy for teachers to enhance their professional knowledge and practice (Abdigapbarova & Zhiyenbayeva 2022 ; Özüdoğru, et al, 2022; Ping et al, 2018 ; Tzanavaris et al, 2021 ; vanOostveen et al, 2019 ; Xue et al, 2021 ). Scholars have considered that teachers in learning community can embark on this collaborative learning process to enrich their professionalism in response to teaching needs (Aldosemani, 2020 ; Nelimarkka et al, 2021 ; Shek et al, 2021 ). By promoting effective community interactions, online collaborative learning supports the processes of knowledge acquisition, sharing, and reflection, as well as the mutual sharing of experiences and the co-building of knowledge (Ng et al, 2022 ; Nguyen et al, 2022 ; Yadegaridehkordi et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Chao

2022

Educ Inf Technol

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With the ease of using information technology tools, the explosive growth of smartphone applications (apps), and the rise of learning communities on social media, the acceptance of learning communities has become one of the most significant challenges for higher education institutions in Taiwan. In order to better understand teachers’ collaborative performance inlearning communities, this study employs the cognitive dimension (opportunism) andinternal tension dimension (e.g. rising expectation, relationship burden) as restrictive factors; on the other hand, it uses emotional support, sense of belonging, and interpersonal altruism as facilitating factors; and community interaction, relationship performance, and collaborative performance as endrogenous factors. With a cross-sectional survey method and a quantitative approach, this study further dives into the collaborative performance of professional learning communities. A total of 157 teachers (87 male and 70 female) were surveyed, and a structural equation modeling approach was used. It was found that social media learning communities have done better than previous courses of field learning in unrestraining learning styles and increasing the breadth of knowledge. Facilitating and restrictive factors led to the rearrangement of the entire knowledge contribution process, enabling new configurations of individuals, members, and community. Moreover, community interactions are important drivers of relationship and collaboration performance supported by empirical data. The findings offer guidelines for policymakers and educators who evaluate teachers’ collaborative performance and relationship performance to promote teaching efficiency and effectiveness by incorporating cyberethics in educational activities.

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Using a video annotation tool to enhance student-teachers’ reflective practices and communication competence in consultation practices through a collaborative learning community

Cited by 14 publications

References 52 publications

Conceptualizing the complexity of reflective practice in education

Conceptualizing the complexity of reflective practice in education

In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

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