Using Video Clubs to Develop Teachers' Thinking and Practice in Oral Feedback and Dialogic Teaching
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| Title: | Using Video Clubs to Develop Teachers' Thinking and Practice in Oral Feedback and Dialogic Teaching |
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| Language: | English |
| Authors: | Perry, Thomas (ORCID |
| Source: | Cambridge Journal of Education. 2020 50(5):615-637. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Video Technology, Clubs, Feedback (Response), Dialogs (Language), Professional Development, Program Effectiveness, Elementary School Teachers, Foreign Countries, Intervention, Teacher Collaboration, Verbal Communication, Reflective Teaching, Instructional Improvement, Communities of Practice, Teacher Participation |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/0305764X.2020.1752619 |
| ISSN: | 0305-764X |
| Abstract: | The authors report 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 they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers' thinking and practice using survey results for participants compared to a comparison group of non-participating 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. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1266123 |
| Database: | ERIC |
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| Abstract: | The authors report 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 they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers' thinking and practice using survey results for participants compared to a comparison group of non-participating 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. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice. |
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| ISSN: | 0305-764X |
| DOI: | 10.1080/0305764X.2020.1752619 |
