Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers' Outcomes

Autor/inn/en	Arya, Poonam; Christ, Tanya; Chiu, Ming
Titel	Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers' Outcomes
Quelle	In: Journal of Technology and Teacher Education, 23 (2015) 2, S.159-183 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Video Technology; Coding; Statistical Analysis; Teaching Methods; Teacher Collaboration; Peer Influence; Peer Evaluation; Teacher Competencies; Feedback (Response); Discussion (Teaching Technique); Literacy Education; Graduate Students; Practicums; Elementary School Teachers; Secondary School Teachers; Reading Instruction; Knowledge Base for Teaching; Interaction; Discourse Analysis + Suchen Sie Ihr Suchwort? Codierung; Programmierung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Lehrkunst; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Practicum; Praktikum; Praktika; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Interaktion; Diskursanalyse
Abstract	This study examined how characteristics of Collaborative Peer Video Analysis (CPVA) events are related to teachers' pedagogical outcomes. Data included 39 transcribed literacy video events, in which 14 in-service teachers engaged in discussions of their video clips. Emergent coding and Statistical Discourse Analysis were used to analyze the data. Findings suggest that particular types of clips (assessment vs. instruction), the purpose for sharing (problems vs. successes), and conversation-turn characteristics--including aspects of pedagogy discussed, aspects of disciplinary knowledge discussed, sources of knowledge, and conversation actions--predicted teachers' outcomes, such as generation of specific categories of pedagogical ideas and their consideration of applying these ideas in their future literacy pedagogy. Additionally, based on the explanatory model, most of the differences in whether teachers generated ideas or considered applying them in future occurred within a CPVA event (across conversation turns) rather than across events. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01