Video Enhanced Observation for Language Teaching: Reflection and Professional Development.


Bozbıyık M. , Sert O.

Video enhanced observation and language teacher development: A focus on teacher questioning practices., Paul Seedhouse, Editör, Bloomberg Press , London, ss.5-25, 2021

  • Basım Tarihi: 2021
  • Yayın Evi: Bloomberg Press
  • Basıldığı Şehir: London
  • Sayfa Sayısı: ss.5-25
  • Editörler: Paul Seedhouse, Editör

Özet

This chapter reports findings on how VEO and a reflective teacher education program enhance the development of teacher language awareness and Classroom Interactional Competence (CIC) (Walsh 2011). We focused on teacher questioning practices during a 14- week semester in a preservice teacher education programme. The dataset consists of 22 classroom hours that were taught by 11 pre-service teachers in Turkey, recorded using VEO for continuous professional development. The pre-service teachers engaged in modified version of IMDAT (Sert 2015), a reflective and micro-analytic teacher education program. A combined qualitative approach that employs Conversation Analysis and Constant Comparison Method was used to analyze the data of this study: (a) CA analyses of classroom interactions, and qualitative analysis of (b) teacher interviews; and (c) stimulated recall sessions. The findings show that the focal pre-service teacher managed to utilize various teacher questioning practices to promote learning contributions by extending the students’ previous utterances, and thus developed her CIC over time. The findings have implications for the use of mobile technology in teacher education and for research on teacher cognition.