Difference between revisions of "Baecher2014"
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|Author(s)=Laura Baecher; Bede McCormack | |Author(s)=Laura Baecher; Bede McCormack | ||
|Title=The impact of video review on supervisory conferencing | |Title=The impact of video review on supervisory conferencing | ||
| − | + | |Tag(s)=Video; Applied; Meeting talk; EMCA; | |
| − | |Tag(s)=Video; Applied; Meeting talk; EMCA; | ||
|Key=Baecher2014 | |Key=Baecher2014 | ||
|Year=2014 | |Year=2014 | ||
|Journal=Language and Education | |Journal=Language and Education | ||
| − | |URL=http://www.tandfonline.com/doi/abs/10.1080/09500782.2014.992905 | + | |Volume=29 |
| + | |Number=2 | ||
| + | |Pages=153–173 | ||
| + | |URL=http://www.tandfonline.com/doi/abs/10.1080/09500782.2014.992905 | ||
|DOI=10.1080/09500782.2014.992905 | |DOI=10.1080/09500782.2014.992905 | ||
|Abstract=This study investigated how video-based observation may alter the nature of post-observation talk between supervisors and teacher candidates. Audio-recorded post-observation conversations were coded using a conversation analysis framework and interpreted through the lens of interactional sociology. Findings suggest that video-based observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidates to comment at greater length about their teaching, initiate topics, and cite evidence through reference to the video data. Implications for the role of supervisors and the potential of video-informed post-observation conferencing are discussed. | |Abstract=This study investigated how video-based observation may alter the nature of post-observation talk between supervisors and teacher candidates. Audio-recorded post-observation conversations were coded using a conversation analysis framework and interpreted through the lens of interactional sociology. Findings suggest that video-based observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidates to comment at greater length about their teaching, initiate topics, and cite evidence through reference to the video data. Implications for the role of supervisors and the potential of video-informed post-observation conferencing are discussed. | ||
| − | |||
}} | }} | ||
Latest revision as of 06:48, 12 March 2016
| Baecher2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Baecher2014 |
| Author(s) | Laura Baecher, Bede McCormack |
| Title | The impact of video review on supervisory conferencing |
| Editor(s) | |
| Tag(s) | Video, Applied, Meeting talk, EMCA |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Language and Education |
| Volume | 29 |
| Number | 2 |
| Pages | 153–173 |
| URL | Link |
| DOI | 10.1080/09500782.2014.992905 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study investigated how video-based observation may alter the nature of post-observation talk between supervisors and teacher candidates. Audio-recorded post-observation conversations were coded using a conversation analysis framework and interpreted through the lens of interactional sociology. Findings suggest that video-based observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidates to comment at greater length about their teaching, initiate topics, and cite evidence through reference to the video data. Implications for the role of supervisors and the potential of video-informed post-observation conferencing are discussed.
Notes
