Video Enhanced Observation in teacher development VIDEO ENHANCED OBSERVATION (VEO) EUROPA PROJECT

Teacher Training and Development Teachers should explore their practices and acquire new strategies and tools in order to make teaching and learning more effective. This process, however, should be continuous and carried out within contexts where teachers can constantly examine their teaching actions so as to link them to what they know, learn, plan and do in the classroom.

Reflection in teacher education: ‘the process of learning through and from experience towards gaining new insights or self and or practice’ (Finlay, 2008, p.1). Reflection ‘in’ action and Reflection ‘on’ action (Schon, 1983) In action: reflection as the lesson is taking place (individually) On action: reflection on a lesson that has taken place (individually or with peers) Tools and strategies for reflection: journals, projects, group dialogue, action research, prior experience learning, personal development planning, peer and self-assessment and problem based learning (Moon, 2004).

Do you consider yourself a reflective teacher? Why? What kinds of strategies do you use to improve your teaching? Do you share your teaching experiences with your colleagues?

The use of Technology in Teacher Education Teachers’ technological knowledge: What teachers know about technology in order to make informed decisions for their practices (e.g. digital resources) Teachers’ technological skills: What strategies/techniques teachers are able to apply effectively when using technology with learners. Teachers’ pedagogical knowledge: What teachers know about how pedagogy can inform the use of technology into their teaching (e.g. learning methods) Hubbard and Levy, 2006

The use of Technology in Teacher Education TESOL technology standards Goal 1: ‘Language teachers acquire and maintain foundational skills and knowledge in technology for professional purposes’ Goal 2: ‘Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning’ Goal 3: ‘Language teachers apply technology in record-keeping, feedback and assessment’ Goal 4: ‘Language teachers use technology to improve communication, collaboration and efficiency’ http://www.tesol.org/advance-the-field/standards/technology-standards (Healey et al, 2008, p.29-41)

The use of Technology in Teacher Education Blogs: Individual spaces for reflection. Teachers write about their experiences and analyse their practices Online communities: Group reflection. Teachers share and discuss their experiences with peers through dialogue. Video clips: Individual and group reflection. Teachers record their lessons and examine their practices. They can also make individual videos of themselves (video logs) reflecting in order to keep track of their practices and plans of action. Teachers can share videos with colleagues to promote collaborative reflection!

The use of Technology in Teacher Education To what extent do you use technology in your teaching practices? How can technology be applied in your teaching context to promote teacher education? Which technological resources do you think would be more effective for teacher education?

Video Enhanced Technology in Teacher Education ‘Teachers’ professional vision is their ability to observe what is happening in a classroom and to make sense of it from a professional perspective’ (Blomberg et al. 2011: 1131). Videos can support teachers’ ‘noticing’ skill, this means, their ability to identify and evaluate what is relevant in the classroom (Sherin et al. 2005). Selective attention: Determine what classroom situations to select for reflection Knowledge based reasoning: Meaningful interpretation of the situations that take place in the classroom. (Calandra and Rich, 2015)

Video Enhanced Technology in Teacher Education

Video Enhanced Technology in Teacher Education How to analyse videos to improve teaching practices through reflection (Sherin and Russ, 2015): Select a clip 2. Code the clip

Video Enhanced Technology in Teacher Education Teachers can make use interpretive frames (Sherin and Russ, 2015) to code their clips in order to develop critical reflection skills: Narrative frames: Description of events (e.g. listing, storytelling) 2. Normative frames: Evaluation of practices, discussing alternatives of actions (e.g. assessment according to common norms/rules) 3. Personal frames: Discussion based on individual views or opinions, beliefs, affective reactions (e.g. teacher’s voice) 4. Expectation frames: Familiarity with teaching actions, identifying unexpected situations, detecting what is missing from the lesson (e.g. teaching materials) 5. Associative frames: Comparisons of the teaching action to other situations 6. Abstraction frames: Discussing details and linking them to teaching and learning principles, prior knowledge

‘‘I think this [watching and discussing video clips] was the single most valuable part of the STAAR program. I have learned the most about my teaching by watching my teaching practice. Even better, though, was watching others teach a lesson that I also taught. My ideas have been sparked by others in this group. Having a safe place to watch ourselves and not feel like we were being criticized or evaluated was critical also’’. (Ken, final Year 2 written reflection, May 2005; emphases by the teacher). (Borko et al. 2006: 417)

How can you apply video enhanced technology to promote reflection in your teaching context? To what extent you agree/disagree with the ‘interpretive frames’ to explore videos of teaching practices? Why? How can teachers improve their ‘professional vision’ when using videos to reflect on their teaching practices?

TEACHER COGNITION (beliefs, attitudes) – Video technology can help IN-SERVICE teachers to integrate and improve: TEACHER COGNITION (beliefs, attitudes) – TEACHER PERFORMACE (what they do in the classroom) – TEACHER FEEDBACK AND REFLECTION (Strategies to improve classroom practices) Video technology can help PRE-SERVICE teachers to integrate and improve: PRIOR KNOWLEDGE (what they bring to courses) – ACQUIRED KNOWLEDGE (what they learn in courses) – PRACTICAL KNOWLEDGE (what they learn in their placements/practicum)

Let’s see how VEO works!