Professional Development of Teachers: Using Multimodality and Reflective Peer Review Approaches to Analyse Digitally Recorded Teaching Practices

Autor/in	Loo, Sai Y.
Titel	Professional Development of Teachers: Using Multimodality and Reflective Peer Review Approaches to Analyse Digitally Recorded Teaching Practices
Quelle	In: Teacher Development, 17 (2013) 4, S.499-517 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2013.838602
Schlagwörter	Foreign Countries; Faculty Development; Peer Evaluation; Teacher Evaluation; Teaching Methods; Reflective Teaching; Video Technology; Vocational Education Teachers; Adult Educators; Evaluation Methods; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbilder; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende
Abstract	Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper in England and the need to optimise teaching resources due to the current global recession have prompted a re-assessment of recording technologies in pedagogic practices. In this article, the application of digital technology to analyse teaching practices may be classified into four approaches using: pedagogic theories of learning, a reflective approach, "technical" aspects of the digital technology, and a multimodality framework. This article offers a socio-cultural framework of multimodality and reflective peer review to analyse teaching practices of and by qualified teachers. The findings of this article include: a structured approach to analysing the multi-modes of pedagogic practices, and a collaborative and supportive peer review of post-teaching sessions. These findings have implications for teachers' continuous professional development, teacher education, teaching institutions and policy-makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10