Video-Based Reflection on Teaching: What Makes It Effective?

Brouwer, Niels

doi:10.14712/23363177.2015.84

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…Video-based reflection has generally been studied with a focus on using video recordings for selfreflection in teacher education including language teachers (Brouwer, 2015;Cavanagh, Bower, Moloney & Sweller, 2014;Setyaningrahayu, Widhi & Murtisari, 2019). Schwartz, Lin and Holmes (2003) point out the importance of using technology for facilitating reflection and minimising cultural distance by claiming that "technology enables manageable cross-cultural exchanges that target specific learning goals for reflection" (p. 302).…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering critical thinking skills in ELT through video-based reflection

Mete

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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As a product of Council of Europe's initiatives to promote intercultural dialogue, the Autobiography of Intercultural Encounters through Visual Media (AIEVM) was published as a tool to help learners reflect on their intercultural encounters. This study aims to investigate whether the AIEVM can be used as an educational tool for English language learners in order to foster their critical thinking skills in a higher education context. Fifteen students taking an Intercultural Communication course at a state university in Turkey participated in the study. For the purposes of the study, videos were used as the type of visual media during the pedagogical treatment which took four weeks. The videos were chosen among ones which had the theme of stereotyping and prejudice. After reflective classroom activities by using the videos, students were given reflective writing assignments based on the AIEVM. Data were collected from weekly reflective writing samples, field notes and an interview conducted at the end of the pedagogical intervention. Bloom's Revised Taxonomy was used to identify the categories of critical thinking found in the data. The study revealed that the students displayed higher-order cognitive skills at the Applying, Analysing and Evaluating levels of the taxonomy, while the Creating category was not addressed in the reflections. It is concluded that the AIEVM can be used as an effective educational tool to foster critical thinking skills by using videos in English language teaching.. Language and Linguistic Studies, 16(1) (2020) 104-125 105 of both theory and examples of cultural stereotypes, skills to identify them, attitudes to address them, and critical cultural awareness, which helps learners to evaluate cultural phenomena" (p. 181). Defne Erdem Mete / Journal of

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Section: Literature Reviewmentioning

confidence: 99%

Fostering critical thinking skills in ELT through video-based reflection

Mete

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Hence, they must be able to find opportunities to cultivate their critical thought and inquisitiveness, which is possible through teacher education programs encompassing critical thinking skills in the curriculum. Investigation into PTEs' questioning levels has been lacking regarding EFL teacher education context (Brouwer, 2015;Hanks, 2018;Khalifa & Weir, 2009). This study can be considered as a practice to unveil PTEs' ability to generate questions through CEFR-graded reader texts to address this research gap.…”

Section: Literature Reviewmentioning

confidence: 99%

İngi̇li̇zce Öğretmen Adaylarinin Soru Sorma Strateji̇leri̇ni̇n İncelenmesi̇

Doğan

Taraf

Demirel

2023

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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Promoting learners' higher-order thinking, which is also called critical thinking. requires using instructional strategies beyond merely recalling information but analyzing, evaluating, and creating information, as suggested in Bloom's Revised Taxonomy of Educational Objectives (2001). As an indispensable vehicle for instructional practice and assessment, questioning is both an end to be achieved and a valuable means to attaining higher-order thinking levels. Bearing in mind that a teacher who can incorporate the so-called skills may transfer those to future language practitioners, teacher educators are on the lookout for designing courses that foster critical thinking. In this study, one of the core courses entitled 'Literature in ELT' was chosen to explore the questioning levels of pre-service ELT learners (henceforth PTEs) at a university to uncover their knowledge of higher-order thinking levels using Bloom’s Revised Taxonomy as a framework. Randomly selected short stories which were classified according to Common European Framework of References (CEFR) levels were distributed to the learners. Afterwards, they were asked to generate questions imagining that they would assign these stories to their future learners to check their reading comprehension. The questions were gathered to determine what levels of Bloom’s Revised Taxonomy the questions correspond to and examine the frequency and distribution of the questions at each level. The findings revealed that questions created by PTEs, addressing lower-level thinking skills in the taxonomy, outweighed the higher-order thinking skills for each level of stories.

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“…In spite of their pedagogical value, prevalence and persistence as a method in TE and TPD (Sherin, 2004), videos come with some drawbacks regardless of the type of the video viewed (Brouwer, 2015;Kleinknecht & Schneider, 2013;Sherin, 2004;Zhang et al, 2011). Based on supervisors' views, Baecher et al (2014) list three drawbacks of using videos.…”

Section: Constraints In Video Viewingmentioning

confidence: 99%

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Çekiç

Korkmazgil

2022

Dil Eğitimi Ve Araştırmaları Dergisi

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This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

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Video-Based Reflection on Teaching: What Makes It Effective?

Cited by 6 publications

References 20 publications

Fostering critical thinking skills in ELT through video-based reflection

Fostering critical thinking skills in ELT through video-based reflection

İngi̇li̇zce Öğretmen Adaylarinin Soru Sorma Strateji̇leri̇ni̇n İncelenmesi̇

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

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