Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development
Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development
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实时视频课堂观察：减少收集观察信息以促进教师专业发展反应的有效方法
DOI：
10.1080/02607476.2015.1045314
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发表时间：
2015
影响因子：
4
通讯作者：
Jiwen Liang
中科院分区：
文献类型：
--
作者：
Jiwen Liang
本文探讨了视频课堂观摩教学实践对减少反应性(观察者效应)的意义，从而为南方最大城市中国的一所中学教师的专业发展获得更可信的观察信息。虽然关于使用远程实时视频课堂观察进行专业发展的讨论很多，但远程实时视频课堂观察在减少反应性方面的优势往往被忽视。本研究采用个案研究的方法，重点研究了两个部分：进行现场视频课堂观察和使用现场视频课堂观察来降低反应性。本文认为，现场视频课堂观察可以有效地降低学生的反应性，避免主观判断，增加反馈来源，从而弥补了传统课堂观察的局限性。
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.