A Case Study of Teacher Reflection: Examining Teacher Participation in a Video-Based Professional Learning Community

Autor/in	Steeg, Susanna M.
Titel	A Case Study of Teacher Reflection: Examining Teacher Participation in a Video-Based Professional Learning Community
Quelle	In: Journal of Language and Literacy Education, 12 (2016) 1, S.122-141 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Teacher Attitudes; Communities of Practice; English (Second Language); Second Language Learning; Second Language Instruction; Literacy Education; Sociocultural Patterns; Video Technology; Interviews; Faculty Development; Qualitative Research; Teaching Methods; Learning Theories; Vignettes; Student Needs; Reflection; Case Studies; Grade 5; Observation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Community; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Interviewing; Interviewtechnik; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; Beobachtung
Abstract	Professional learning communities (PLCs) constitute worthwhile spaces in which to study teacher participation in the reflective practices that have potential to shift their teaching. This qualitative case study details the interactions between dual-language and ELL teachers in a grade-level PLC as they met together to confer over video-clips of their literacy instruction. The group aimed to extend their learning about balanced literacy practices as part of a larger, whole-school professional development effort. Sociocultural learning theory constitutes the theoretical perspective informing this study, allowing for an examination of teachers' diverse ways of meaning making. Qualitative methods of data collection, including interviews, videos of teachers' instruction, and transcripts of PLC conversations comprised the data set. Constructed narrative vignettes of teachers' talk and meaning-making demonstrate how the group asked questions emerging out of their practice, discussed specific ways to meet students' needs, and shared advice on how to navigate the technical aspects of teaching. This study revealed that video-based reflection offered significant opportunities for teachers to reflect on and revise their teaching practices. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01