Using Video to Develop Teaching

Cover
Half Title
Endorsement Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of boxes
Preface
Acknowledgements
Chapter 1: Introduction
Aims of this book
Quality learning and quality teaching
The relation between teaching and learning
Desirable aims of education
The cyclical nature of learning
Consequences for the nature of teaching
The search for effective teaching behaviours
Higher-order teaching
Dialogic teaching
Giving feedback
Contingent teaching
Quality standards for teacher learning
Preservice teacher education
The influence of occupational socialisation on teacher learning
Longitudinal programming
Networking with schools
Professional development of teacher educators
Electronic learning environments
Balancing formative and summative assessment
Induction of beginning teachers
Alternative certification programmes
Professional development
Coherence with current practice
Focus on subject-matter content and pedagogy
Active learning
Collegial collaboration
Duration
Support and sustainability
Examination of existing theories and policies
Overview of chapters
Chapter 2: Imaging teacher learning: From analog to digital
Review questions
Method
Source selection
Relevance
Methodological quality
Period
Geographical origin
Procedure
Analog video use
Microteaching
Self-confrontation
Self-modelling
Microteaching, self-confrontation and self-modelling compared
Digital video use
The special affordances of digital video
Preparing for teaching
Docucases
Didiclass
Web-based cognitive apprenticeship model for instructional planning
Video for Interactive Lesson preparation by Mentor and Student
Child-Friendly School
Summary
Studying teaching and learning
Learning to notice in video clubs
Developing lesson analysis abilities
Collaborative Video Learning Lab
Summary
Training teaching skills
Classroom Management Competencies
Dialogic Video Cycle
Interactional and instructional skills in early childhood education and care
Summary
Video platforms for teachers
Teachers TV
Leraar24
Néopass@ction
Summary
Computer-supported collaborative learning around video
Video Interactions for Teaching and Learning
IRIS Connect
Science Teachers Learning from Lesson Analysis
Summary
Online support of classroom teaching
Best Foot Forward
MyTeachingPartner
Summary
Functions and features of digital video applications
Concepts and terminology
General trends
Conclusions
What we know and how we know it
Cognitivist, interpretive and sociocultural paradigms
Respondents and methods
How assumptions influence findings and conclusions
Outcomes: What do teachers learn when using digital video?
Processes: How do teachers learn when using digital video?
Perception and cognition
Collegial cooperation
Conditions: In what kinds of learning environments do teachers learn when using digital video?
What we need to know more
Identifying effective teaching
School context
How teachers translate thought into action
Differences depending on career phase
Long-term effects
Tool use
Video production
Visual Teacher Learning, a model
Chapter 3: Changing instruction through Visual Teacher Learning
Introduction
Method
Search procedure
Selection criteria
Relevance
Methodological quality
Period
Geographical origin
Analysis
Findings
Scope
Method use and the issue of causation
Changes in teachers' instructional action
Sequencing lesson content and learning activities
Discourse practices
Diagnosing and responding to pupil learning
Instructional routines and classroom management
Two-way communication
Sensitivity and stimulation
Sustainability of teacher outcomes
Differences depending on career phase
Individual differences
Impact on pupil learning
Activation and engagement
Improved classroom behaviour
Processes of teacher learning
Engaging in repeated activity cycles
Cooperation and dialogue
Visibility
Conditions in teachers' learning environments
Supportive conditions
Obstructive conditions
Conclusions
Teacher and pupil outcomes
Processes
Conditions
Coda
Chapter 4: The power of video feedback with structured viewing guides
Introduction
Features of effective teacher education and professional development
Professional vision and teacher behaviour change
Intervention design
Structured
Evidence-based and domain-specific
Focussed on classroom behaviour and interaction
Personally relevant
Procedure
Research aim and questions
Three interventions: contexts and goals
Reading comprehension
Writing instruction
Writing feedback
Method
Research design
Participants
Data collection
Data analysis
Validity checks
Homogeneity of teacher self-assessments
Expert rating of video clips
Behaviour changes as reported by teachers and observers
Findings
Changes in instructional behaviour
Reading comprehension
Writing instruction
Writing feedback
Comparison of intervention outcomes
Preservice teacher learning experiences
Discussion
Conclusions and implications
Limitations and further research
Chapter 5: In search of effective guidance for preservice teachers’ viewing of classroom video
Introduction
Research design
Pilot study
Data collection in the pilot study
Data analysis in the pilot study
Main study
Data collection in the main study
Data analysis in the main study
Findings
Response
Condensed version of the Cognitive Development Process Model
Statements about the mathematics lesson
Think-aloud statements
Interview statements
Differences between conditions
The use of viewing guides
Conclusions and recommendations
Conclusions
Recommendations
Chapter 6: Activating learners: The impact of peer coaching with video on teaching and learning
Introduction
Features of effective professional development
Research questions
Peer coaching and Visual Teacher Learning
Case description
Goals
Learning environment and peer coaching activities
Principles of collaboration
Research model
Method
Research design
Respondents
Sampling
Response
Instrumentation and data collection
Teacher background data
Teacher questionnaires
Criterion measures
Descriptive and evaluative items
Pupil questionnaires
Plenary meeting field notes and evaluation forms
Poster presentations
Follow-up interviews
Data analysis
Teacher data
Pupil data
Content analyses
Findings
Teacher learning during participation
Changes in teachers’ thoughts and actions
Increasing variety in learning activities
Increasing opportunities for differentiation
Promoting self-directed learning
Change sequences in teachers’ development
Pupil learning
Pupils’ experience of teaching
Instructional behaviours appreciated by pupils
Variety in learning activities
Differentiation
Self-directed learning
Development of teaching after participation
Net outcomes of peer coaching with video
Teaching behaviour after participation
Strengthening and expanding instructional repertoires
Classroom interaction
How teachers changed their instructional action
Translating thought into action
Routines in teaching
Well-being at work
Influence of the learning environment
Peer coaching activities in the learning environment
What teachers experienced as effective
Pair composition
Observing, filming, viewing and giving feedback on each other’s lessons
Plenary meetings
Interactions between person and school context
Conclusions and discussion
Conclusions
Shifts in instruction during participation
Pupils' learning experience
Sustainability of changes in instruction
Working mechanisms in teachers’ learning environment
Discussion
The potential of teacher peer coaching with video
A strategy for achieving sustainable increases in the quality of instruction
The cyclical and gradual nature of teachers’ competence development
Teachers’ personal development in the profession
The catalysing function of video use
Interdependence of teachers’ interaction with pupils and colleagues
How the learning environment affected peer coaching with video
Creating opportunities for teacher learning through peer coaching with video
Facilitating sustainable competence development
Combining VTL design features
Voluntary or mandatory participation
Allowing and respecting teacher control
Principles guiding collegial collaboration
Using the knowledge base about teaching
Limitations
Suggestions for research and development
Outlook
Chapter 7: The production of classroom video
Introduction
The social nature of perception and interpretation
The viewer as receiver
The producer as sender
Guidelines for the production of classroom video
What is portrayed as good teaching
The making of moving images about teaching and learning
Planning
Capture
Whom to film
What to film
How to film
Recording sound
Editing
Scenes and episodes
Retaining lesson sequence
Including spoken and written words
User control
Music
Framing
Context information
Perspectives
Privacy
Chapter 8: Using video for activating instruction
Introduction
Video as a medium for instruction
The teacher as multimedia user and producer
Hypervideo for teacher–learner cooperation
Video for pupil consultation
tEchna, a project about Electricity
Evaluating tEchna
Conclusion
Chapter 9: Resources for practitioners
Video platforms listed
Organising and facilitating peer coaching with video
Data protection
Producing viewing guides
Film and discuss your lesson
Preparing for peer coaching with video
Filming in classrooms
Sharing classroom video with colleagues
Analysing and discussing video clips
Planning new lessons
Producing classroom video
Collegial collaboration
Using instructional video
Consulting learners
References
Abbreviations
Credits
Chapter 1
Chapter 2
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 9
Author index
Subject index