ABSTRACT

Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically, they examine how the mix of collaborative interaction, use of video, and the discussion of selected incidents when focusing on specific aspects of practice leads to extended noticing and the creation of a ‘frame for action’. They focus on a research and development project that introduced a dialogic pedagogy around a microblogging tool in English secondary schools. Three teachers participated in meetings with researchers, presenting self-selected clips from their lessons for discussion. Analysis of audio-recorded meetings revealed teachers’ preparedness to extend understanding by building on others’ experiences. This led to the teachers developing frames for action for future lessons informed by professional dialogue.

摘要

虽然视频已成为教师教育和教师专业发展的核心反思工具，但基于视频的协作反思作为一种研究方法才刚刚开始受到关注。作者通过研究如何在教师反思中扩展教师注意来发展他们对这种方法的理解。具体而言，他们研究了协作互动、视频使用和在关注实践的特定方面时对选定事件的讨论的混合如何导致扩展注意和“行动框架”的创建。他们专注于一个研究和开发项目，该项目在英语中学引入了一种围绕微博工具的对话教学法。三名教师参加了与研究人员的会议，展示了他们从课程中选择的片段以供讨论。对录音会议的分析表明，教师愿意通过借鉴他人的经验来扩展理解。这导致教师通过专业对话为未来的课程制定行动框架。