Exploring self and peer-reflection through a video tagging tool for online and classroom-based lessons for EAP settings

通过针对 EAP 设置的在线和课堂课程的视频标记工具探索自我和同伴反思

• 批准号: 2717848
• 金额: --
• 依托单位: University of Warwick
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2717848
• 关键词: Exploring; self; peer; reflection; through

Education practitioners' advancement in the understanding of teacher professional development has resulted in an increased interest in the use of video in teacher training programmes for both in-service and pre-service teachers in English for Academic Purposes (EAP) settings. This is in line with an increase of the use of video in a wide range of educational contexts (Mann et al 2019). Alongside this growth in use, there has been a corresponding increase in tools which can be used for teachers to develop reflection and awareness of their practice.This project will investigate the use of a particular video analysis tool (VEO/ www.veo.co.uk) and its role in fostering dialogic reflection among EAP (English for Academic Purposes) teachers'. VEO is an innovative tagging tool. It is believed that the use of VEO can be valuable to several fields beyond teacher education, delivering scalable collaborative pedagogy to meet twenty-first century needs (Seedhouse, Miller & Haines, 2021). When using the tool, teachers tag key moments in videos that are then used as points for discussion and development. Such tagging can be a data-led reflective process which builds awareness over time. Moreover, video recordings of lessons provide the opportunity to replay, change focus and go over details that might not have been noticed in the complexity of the classroom environment (in real-time). Reflection through video can be supported by peer observation as it provides the chance for teachers to work together, share ideas and knowledge, and discuss their problems and concerns. However, engaging in Professional Learning (PL) online has faced some resistance from teachers due to their lack of time, technical knowledge, motivation, and burnout, among other challenges. Moreover, little is known about the role of online dialogic reflection of EAP teachers within a longitudinal design (Walsh, 2018); therefore, this project seeks to address this gap by exploring the dynamics of EAP teachers' self-review and Peer-Observation of Teaching (POT) over one academic year and how this gives rise to teacher development. To address the research focus detailed above, a design-based research approach within a longitudinal qualitative comparative case study (Yin, 2004) will be applied. This study aims to investigate how self-review of video-recorded lessons and peer observation of teaching within an online Professional Learning Community (PLC) (DuFour, 2004; Stewart, 2014) can improve teaching practice and foster dialogic reflection among EAP teachers. It will also see where the VEO tool is a key affordance in this process. Ten EAP teachers will be paired up to record, tag key moments using video-tagging software, and reflect on each other's lessons. Inductive thematic analysis and Conversation Analysis will be applied to the data set (transcripts from reflective sessions, participants' reflective notes, comments on the video platform, tagsets from the video-tagging software, interviews, and written self-reflection notes from the researcher). One benefit of the project is that the snapshot video recordings collected (around 60) that could be easily adapted for use in both initial and in-service teacher education. It will be part of the project to consider how a corpus of videos could be used in teacher development and there will be recommendations and suggestions for teacher educators, arising out of the project. This corpus of classroom recordings, together with the recorded reflections, is potentially an extremely valuable resource that could be developed and used both within and outside the University of Warwick. By using generated audio-visual teaching material, this project will serve to meet the needs of teacher education programmes (Sert et al., 2021), which rarely integrate such elements into their programmes.

教育从业人员在理解教师专业发展方面的进步，导致对在职教师培训计划中使用视频的使用越来越兴趣，用于为学术目的（EAP）设置的英语服务。这与在广泛的教育背景下使用视频的使用相符（Mann等，2019）。除了使用这种增长之外，工具的相应增加也可以用于教师发展其实践的反思和意识。该项目将调查使用特定的视频分析工具（VEO/ www.veo.co.uk）的使用及其在EAP中培养EAP（英语为学术的教师）中的对话中的作用。 VEO是一种创新的标记工具。据信，VEO的使用对于教师教育以外的几个领域可能很有价值，提供可扩展的协作教学法以满足二十一世纪的需求（Seedhouse，Miller＆Haines，2021年）。使用该工具时，教师在视频中标记关键时刻，然后将其用作讨论和开发的要点。这样的标记可以是数据主导的反思过程，它会随着时间的流逝而建立意识。此外，课程的视频录制为重播，改变重点并介绍了在课堂环境（实时）中可能没有注意到的细节。同伴观察可以通过视频进行反思，因为它为教师提供了共同努力，分享思想和知识并讨论他们的问题和关注的机会。但是，从事专业学习（PL）在线，由于他们缺乏时间，技术知识，动机和倦怠以及其他挑战，因此面临着教师的某些抵抗。此外，对于EAP教师在纵向设计中的在线对话反映的作用知之甚少（Walsh，2018）。因此，该项目旨在通过探索EAP教师在一个学年中对教学（POT）的自我评论和同伴观察的动态来解决这一差距，以及这如何引起教师的发展。为了解决上述研究重点，将采用纵向定性比较案例研究（YIN，2004）中的基于设计的研究方法。这项研究旨在调查在线专业学习社区（PLC）（Dufour，2004; Stewart，2014）对视频录制的课程和同伴观察的自我审查如何改善EAP教师中的教学实践和促进对话反思。它还将在此过程中看到veo工具是关键的负担。十个EAP老师将使用视频标记软件进行录制，标记关键时刻，并反思彼此的课程。归纳主题分析和对话分析将应用于数据集（反思性会话，参与者的反思性笔记，视频平台上的评论，视频贴上的软件的标签，访谈和研究人员的书面自我反思说明中的标签）。该项目的一个好处是，收集的快照视频录制（大约60个）很容易适用于初始和在职教师教育。考虑如何在教师发展中使用视频语料库，这将是该项目的一部分，并为教师教育者提出建议和建议。这种课堂录音的语料库以及记录的反思可能是一种极为宝贵的资源，可以在沃里克大学内外开发和使用。通过使用生成的视听教学材料，该项目将有助于满足教师教育计划的需求（Sert等，2021），该计划很少将这些要素整合到他们的计划中。