Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers' Video-Case Discussions

Autor/inn/en	Arya, Poonam; Christ, Tanya; Chiu, Ming Ming
Titel	Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers' Video-Case Discussions
Quelle	In: Journal of Teacher Education, 65 (2014) 2, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487113511644
Schlagwörter	Teacher Behavior; Literacy; Protocol Materials; Facilitators (Individuals); Peer Relationship; Teacher Collaboration; Discourse Analysis; Communities of Practice; Transcripts (Written Records); Inservice Teacher Education; Reading Teachers; Scaffolding (Teaching Technique); Teaching Models; Pedagogical Content Knowledge; Predictor Variables; Recall (Psychology); Critical Thinking; Teaching Methods; Video Technology + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsprotokoll; Peer-Beziehungen; Lehrerkooperation; Diskursanalyse; Community; Lehrerfortbildung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrmodell; Pädagogische Kompetenz; Prädiktor; Abberufung; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explored how peer and professor facilitations are related to teachers' behaviors during video-case discussions. Fourteen inservice teachers produced 1,787 turns of conversation during 12 video-case discussions that were video-recorded, transcribed, coded, and analyzed with statistical discourse analysis. Professor facilitations (sharing experiences; affirming ideas; and asking for critical thinking, information, observations, and connections) and peer facilitations (recall, critical thinking, connections, and affirmations) in recent conversation turns were linked to teachers' current turn behaviors, including recalling information, critical thinking, and making connections to content in video cases. These results suggest that modeling, scaffolding, and co-construction among professors and peers support specific teacher behaviors during video-case discussions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10