Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes
Poonam Arya, Wayne State University, United States ; Tanya Christ, Oakland University, United States ; Ming Chiu, University at Buffalo, State University of New York, United States
Journal of Technology and Teacher Education Volume 23, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study examined how characteristics of Collaborative Peer Video Analysis (CPVA) events are related to teachers’ pedagogical outcomes. Data included 39 transcribed literacy video events, in which 14 in-service teachers engaged in discussions of their video clips. Emergent coding and Statistical Discourse Analysis were used to analyze the data. Findings suggest that particular types of clips (assessment vs. instruction), the purpose for sharing (problems vs. successes), and conversation-turn characteristics—including aspects of pedagogy discussed, aspects of disciplinary knowledge discussed, sources of knowledge, and conversation actions—predicted teachers’ outcomes, such as generation of specific categories of pedagogical ideas and their consideration of applying these ideas in their future literacy pedagogy. Additionally, based on the explanatory model, most of the differences in whether teachers generated ideas or considered applying them in future occurred within a CPVA event (across conversation turns) rather than across events.
Arya, P., Christ, T. & Chiu, M. (2015). Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes. Journal of Technology and Teacher Education, 23(2), 159-183. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/147290/.
© 2015 Society for Information Technology & Teacher Education
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Cited ByView References & Citations Map
Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates
Estella Chizhik & Alexander Chizhik, San Diego State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 527–552
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