Research Article
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Year 2022, Volume: 8 Issue: 2, 346 - 370, 27.10.2022
https://doi.org/10.31464/jlere.1111834

Abstract

References

  • Agarwala, M., Hsiao, I. H., Chae, H. S., & Natriello, G. (2012). Vialogues: Videos and dialogues based Social Learning Environment. 2012 IEEE 12th International Conference on Advanced Learning Technologies, 629–633. https://doi.org/10.1109/icalt.2012.127
  • Akcan, S. (2010). Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey. Profile Issues in Teachers Professional Development, 12(1), 33-45.
  • Baecher, L., & Connor, D. (2016). Video as a tool in teacher learning. The New Educator, 12(1), 1–4. https://doi.org/10.1080/1547688x.2015.1066912
  • Baecher, L., & Kung, S.-C. (2011). Jumpstarting novice teachers’ ability to analyze classroom video. Journal of Digital Learning in Teacher Education, 28(1), 16–26. https://doi.org/10.1080/21532974.2011.10784676
  • Baecher, L., McCormack, B., & Kung, S.-C. (2014). Supervisor use of video as a tool in teacher reflection. TESL-EJ: The Electronic Journal for English as a Second Language, 18(3).
  • Bakla, A. (2017). Interactive Videos in Foreign Language Instruction: A New Gadget in Your Toolbox. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 124–137. https://doi.org/10.17860/mersinefd.305769
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17-32.
  • Batlle, J., & Miller, P. (2017). Video enhanced observation and teacher development: Teachers’ beliefs as technology users. EDULEARN Proceedings, 2352–2361. https://doi.org/10.21125/edulearn.2017.1487
  • Bayram, L. (2012). Use of online video cases in teacher training. Procedia - Social and Behavioral Sciences, 47, 1007–1011. https://doi.org/10.1016/j.sbspro.2012.06.770
  • Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
  • Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2013). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443–463. https://doi.org/10.1007/s11251-013-9281-6
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063
  • Brouwer, N. (2015). Video-based reflection on teaching: What makes it effective? ORBIS SCHOLAE, 9(2), 139–144. https://doi.org/10.14712/23363177.2015.84
  • Bryan, L. A., & Recesso, A. (2006). Promoting reflection among science student teachers using a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1), 31–39. https://doi.org/10.1080/10402454.2006.10784557
  • Calandra, B., & Rich, P. J. (Eds.). (2014). Digital video for teacher education: Research and practice. Routledge.
  • Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42(1), 73–94. https://doi.org/10.1080/15391523.2009.10782542
  • Calandra, B., Sun, Y., & Puvirajah, A. (2014). A new perspective on preservice teachers’ video-aided reflection. Journal of Digital Learning in Teacher Education, 30(3), 104–109. https://doi.org/10.1080/21532974.2014.891880
  • Coffey, A. (2014). Using video to develop skills in reflection in teacher education students. Australian Journal of Teacher Education, 39(9), 86–97. https://doi.org/10.14221/ajte.2014v39n9.7
  • Cronin, M. W., & Cronin, K. A. (1992). Recent empirical studies of the pedagogical effects of interactive video instruction in “Soft skill” areas. Journal of Computing in Higher Education, 3(2), 53–85. https://doi.org/10.1007/bf02942356
  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of teacher education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796
  • Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
  • Davies, P., Perry, T., & Kirkman, J. (2017). IRIS Connect: Developing Classroom Dialogue and Formative Feedback through Collective Video Reflection. Evaluation Report and Executive Summary. Education Endowment Foundation.
  • Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and teacher education, 22(3), 281-301. https://doi.org/10.1016/j.tate.2005.11.005
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath.
  • Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183.
  • Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2). Retrieved from https://www.citejournal.org/volume-13/issue-2-13/general/using-interactive-video-to-develop-preservice-teachers-classroom-awareness
  • Gaudin, C., & Chaliès, S. (2012). L’utilisation de la Vidéo Dans La formation professionnelle des enseignants novices. Revue Française De Pédagogie, (178), 115–130. https://doi.org/10.4000/rfp.3590
  • Gaudin, C., & Chaliès, S. (2015). Video viewing in Teacher Education and Professional Development: A literature review. Educational Research Review, 16, 41–67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Halter, C. P. (2006). The reflective lens: the effects of video analysis on preservice teacher development. Dissertation Abstracts International, 67(03). (UMI No. 3211280)
  • Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884-1892.
  • Harford, J., MacRuairc, G., & McCartan, D. (2010). “Lights, camera, reflection”: Using peer video to promote reflective dialogue among student teachers. Teacher Development, 14(1), 57–68. https://doi.org/10.1080/13664531003696592
  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15. https://doi.org/10.3102/0013189x031005003
  • Hockly, N. (2018). Video-based observation in Language teacher education. ELT Journal, 72(3), 329–335. https://doi.org/10.1093/elt/ccy022
  • Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in Preservice Education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
  • Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1-2), 172–181. https://doi.org/10.1177/0022487109347875
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13-23.
  • Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158–1168. https://doi.org/10.1016/j.tate.2009.02.020
  • Lok, L., Schellings, G., Brouwer, N., & Den Brok, P. (2018). Investigating effects of using digital video in teacher training in Cambodia. Journal of Technology and Teacher Education, 26(2), 275–298.
  • Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: The state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68. https://doi.org/10.1080/1475939x.2017.1361469
  • Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151–1162. https://doi.org/10.1016/j.tate.2011.04.004
  • McCullagh, J. F. (2012). How can video supported reflection enhance teachers’ professional development? Cultural Studies of Science Education, 7(1), 137-152.
  • McIntyre, D. J., & Pape, S. (1993). Using video protocols to enhance teacher reflective thinking. The Teacher Educator, 28(3), 2-10.https://doi.org/10.1080/08878739309555031
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Orlova, N. (2009). Video recording as a stimulus for reflection in pre-service EFL teacher training. English Teaching Forum, 47(2), 30–35.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
  • Perry, G., & Talley, S. (2001). Online video case studies and teacher education. Journal of Computing in Teacher Education, 17(4), 26–31.
  • Rich, P. J., & Hannafin, M. (2009). Video annotation tools. Journal of Teacher Education, 60(1), 52–67. https://doi.org/10.1177/0022487108328486
  • Santagata, R. (2014a). Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning. Recherche et formation, (75), 95-110. https://doi.org/10.4000/rechercheformation.2180
  • Santagata, R. (2014b). Video and teacher learning: Key questions, tools, and assessments guiding research and practice. Beiträge zur Lehrerinnen- und Lehrerbildung, 32, 196– 209.
  • Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, 43, 133–145. https://doi.org/10.1007/s11858-010-0292-3
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99(2), 285–296. https://doi.org/10.1037/0022-0663.99.2.285
  • Sherin, M. G. (2004). New Perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using Video in Teacher Education (Advances in Research on Teaching, Vol. 10) (pp. 1–27). Emerald Group Publishing Limited. https://doi.org/10.1016/S1479-3687(03)10001-6
  • Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
  • Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163–171. https://doi.org/10.1016/j.sbspro.2015.07.501
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
  • van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005
  • Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
  • Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
  • Woolman, L. (1969). The effect of video-taped single concept demonstrations in an in-service program for improving instruction. Houston, TX: University of Houston, College of Education.
  • Yücel, B., Arman, D., & Yapar, D. P. (2016). Through the looking glass: Video coaching. ELT Research Journal, 5(2), 123–144.
  • Yung, B. H. W., Yip, V. W. Y., Lai, C., & Lo, F. Y. (2010). Towards a model of effective use of video for teacher professional development. Paper presented at the International Seminar, Professional Reflections, National Science Learning Centre, York, UK.
  • Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462. https://doi.org/10.1016/j.tate.2010.09.015

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Year 2022, Volume: 8 Issue: 2, 346 - 370, 27.10.2022
https://doi.org/10.31464/jlere.1111834

Abstract

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

References

  • Agarwala, M., Hsiao, I. H., Chae, H. S., & Natriello, G. (2012). Vialogues: Videos and dialogues based Social Learning Environment. 2012 IEEE 12th International Conference on Advanced Learning Technologies, 629–633. https://doi.org/10.1109/icalt.2012.127
  • Akcan, S. (2010). Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey. Profile Issues in Teachers Professional Development, 12(1), 33-45.
  • Baecher, L., & Connor, D. (2016). Video as a tool in teacher learning. The New Educator, 12(1), 1–4. https://doi.org/10.1080/1547688x.2015.1066912
  • Baecher, L., & Kung, S.-C. (2011). Jumpstarting novice teachers’ ability to analyze classroom video. Journal of Digital Learning in Teacher Education, 28(1), 16–26. https://doi.org/10.1080/21532974.2011.10784676
  • Baecher, L., McCormack, B., & Kung, S.-C. (2014). Supervisor use of video as a tool in teacher reflection. TESL-EJ: The Electronic Journal for English as a Second Language, 18(3).
  • Bakla, A. (2017). Interactive Videos in Foreign Language Instruction: A New Gadget in Your Toolbox. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 124–137. https://doi.org/10.17860/mersinefd.305769
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17-32.
  • Batlle, J., & Miller, P. (2017). Video enhanced observation and teacher development: Teachers’ beliefs as technology users. EDULEARN Proceedings, 2352–2361. https://doi.org/10.21125/edulearn.2017.1487
  • Bayram, L. (2012). Use of online video cases in teacher training. Procedia - Social and Behavioral Sciences, 47, 1007–1011. https://doi.org/10.1016/j.sbspro.2012.06.770
  • Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
  • Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2013). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443–463. https://doi.org/10.1007/s11251-013-9281-6
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063
  • Brouwer, N. (2015). Video-based reflection on teaching: What makes it effective? ORBIS SCHOLAE, 9(2), 139–144. https://doi.org/10.14712/23363177.2015.84
  • Bryan, L. A., & Recesso, A. (2006). Promoting reflection among science student teachers using a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1), 31–39. https://doi.org/10.1080/10402454.2006.10784557
  • Calandra, B., & Rich, P. J. (Eds.). (2014). Digital video for teacher education: Research and practice. Routledge.
  • Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42(1), 73–94. https://doi.org/10.1080/15391523.2009.10782542
  • Calandra, B., Sun, Y., & Puvirajah, A. (2014). A new perspective on preservice teachers’ video-aided reflection. Journal of Digital Learning in Teacher Education, 30(3), 104–109. https://doi.org/10.1080/21532974.2014.891880
  • Coffey, A. (2014). Using video to develop skills in reflection in teacher education students. Australian Journal of Teacher Education, 39(9), 86–97. https://doi.org/10.14221/ajte.2014v39n9.7
  • Cronin, M. W., & Cronin, K. A. (1992). Recent empirical studies of the pedagogical effects of interactive video instruction in “Soft skill” areas. Journal of Computing in Higher Education, 3(2), 53–85. https://doi.org/10.1007/bf02942356
  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of teacher education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796
  • Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
  • Davies, P., Perry, T., & Kirkman, J. (2017). IRIS Connect: Developing Classroom Dialogue and Formative Feedback through Collective Video Reflection. Evaluation Report and Executive Summary. Education Endowment Foundation.
  • Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and teacher education, 22(3), 281-301. https://doi.org/10.1016/j.tate.2005.11.005
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath.
  • Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183.
  • Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2). Retrieved from https://www.citejournal.org/volume-13/issue-2-13/general/using-interactive-video-to-develop-preservice-teachers-classroom-awareness
  • Gaudin, C., & Chaliès, S. (2012). L’utilisation de la Vidéo Dans La formation professionnelle des enseignants novices. Revue Française De Pédagogie, (178), 115–130. https://doi.org/10.4000/rfp.3590
  • Gaudin, C., & Chaliès, S. (2015). Video viewing in Teacher Education and Professional Development: A literature review. Educational Research Review, 16, 41–67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Halter, C. P. (2006). The reflective lens: the effects of video analysis on preservice teacher development. Dissertation Abstracts International, 67(03). (UMI No. 3211280)
  • Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884-1892.
  • Harford, J., MacRuairc, G., & McCartan, D. (2010). “Lights, camera, reflection”: Using peer video to promote reflective dialogue among student teachers. Teacher Development, 14(1), 57–68. https://doi.org/10.1080/13664531003696592
  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15. https://doi.org/10.3102/0013189x031005003
  • Hockly, N. (2018). Video-based observation in Language teacher education. ELT Journal, 72(3), 329–335. https://doi.org/10.1093/elt/ccy022
  • Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in Preservice Education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
  • Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1-2), 172–181. https://doi.org/10.1177/0022487109347875
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13-23.
  • Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158–1168. https://doi.org/10.1016/j.tate.2009.02.020
  • Lok, L., Schellings, G., Brouwer, N., & Den Brok, P. (2018). Investigating effects of using digital video in teacher training in Cambodia. Journal of Technology and Teacher Education, 26(2), 275–298.
  • Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: The state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68. https://doi.org/10.1080/1475939x.2017.1361469
  • Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151–1162. https://doi.org/10.1016/j.tate.2011.04.004
  • McCullagh, J. F. (2012). How can video supported reflection enhance teachers’ professional development? Cultural Studies of Science Education, 7(1), 137-152.
  • McIntyre, D. J., & Pape, S. (1993). Using video protocols to enhance teacher reflective thinking. The Teacher Educator, 28(3), 2-10.https://doi.org/10.1080/08878739309555031
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Orlova, N. (2009). Video recording as a stimulus for reflection in pre-service EFL teacher training. English Teaching Forum, 47(2), 30–35.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
  • Perry, G., & Talley, S. (2001). Online video case studies and teacher education. Journal of Computing in Teacher Education, 17(4), 26–31.
  • Rich, P. J., & Hannafin, M. (2009). Video annotation tools. Journal of Teacher Education, 60(1), 52–67. https://doi.org/10.1177/0022487108328486
  • Santagata, R. (2014a). Towards ambitious teaching: using video to support future teachers reasoning about evidence of student learning. Recherche et formation, (75), 95-110. https://doi.org/10.4000/rechercheformation.2180
  • Santagata, R. (2014b). Video and teacher learning: Key questions, tools, and assessments guiding research and practice. Beiträge zur Lehrerinnen- und Lehrerbildung, 32, 196– 209.
  • Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, 43, 133–145. https://doi.org/10.1007/s11858-010-0292-3
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99(2), 285–296. https://doi.org/10.1037/0022-0663.99.2.285
  • Sherin, M. G. (2004). New Perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using Video in Teacher Education (Advances in Research on Teaching, Vol. 10) (pp. 1–27). Emerald Group Publishing Limited. https://doi.org/10.1016/S1479-3687(03)10001-6
  • Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
  • Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163–171. https://doi.org/10.1016/j.sbspro.2015.07.501
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
  • van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005
  • Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
  • Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
  • Woolman, L. (1969). The effect of video-taped single concept demonstrations in an in-service program for improving instruction. Houston, TX: University of Houston, College of Education.
  • Yücel, B., Arman, D., & Yapar, D. P. (2016). Through the looking glass: Video coaching. ELT Research Journal, 5(2), 123–144.
  • Yung, B. H. W., Yip, V. W. Y., Lai, C., & Lo, F. Y. (2010). Towards a model of effective use of video for teacher professional development. Paper presented at the International Seminar, Professional Reflections, National Science Learning Centre, York, UK.
  • Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462. https://doi.org/10.1016/j.tate.2010.09.015
There are 64 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ahmet Çekiç 0000-0002-7292-3301

Sibel Korkmazgil 0000-0002-6573-3390

Publication Date October 27, 2022
Submission Date May 1, 2022
Published in Issue Year 2022 Volume: 8 Issue: 2

Cite

APA Çekiç, A., & Korkmazgil, S. (2022). Exploring pre-service EFL teachers’ reflections on viewing guided and unguided videos of expert teachers online. Journal of Language Education and Research, 8(2), 346-370. https://doi.org/10.31464/jlere.1111834

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