The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow-up study
The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow-up study
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从业者和研究人员协作视频分析对教学思维和实践的影响：后续研究
DOI：
10.1080/13540600903139621
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发表时间：
2009
影响因子：
2.7
通讯作者：
Hennessy S
中科院分区：
文献类型：
--
作者：
Hennessy S
“T-MEDIA”项目分析和记录了教师如何利用投影技术--数据投影仪和互动白板(IWB)--来支持中学学科课程的学习。这项研究涉及大学研究人员和四对英国教师(英语、数学、科学和历史)的合作，他们深入系统地分析了课堂活动的录像和其他数据。我们的目标是帮助教师阐明他们实践背后的教学原理，特别是让他们参与到关于战略性技术应用的理论建设中来。本文报告了在协作分析一年后进行的后续研究，目的是评估批判性反思过程的后续影响。我们使用半结构化访谈技术对8名教师进行了询问，这使我们能够获得对教学思想和实践的影响以及支持或制约因素的结构化和个性化的描述。研究结果表明，至少对一些人来说，在分析过程中引入和重新表述的社会文化理论为新出现的实践提供了一个强大的分析视角，包括那些没有纳入技术的实践。所有参与者都报告了对他们自己的思维的持久影响，以及对教学实践的持久影响，除非是外部限制。在T-MEDIA期间制定的方法还传播给了其他学科的同事，并得到了他们的改编。这项研究展示了如何使用对课堂视频的协作分析来吸引教师进行深刻的反思、批评和辩论。这一方法支持对课堂教学进行分析性审查，并提供了一个重要的职业发展机会。特别是，在敏感的支持条件下，教师会很容易地将理论构建纳入专业思维和实践的特定领域。
The ‘T‐MEDIA’ project analysed and documented how teachers exploit the use of projection technologies – data projectors and interactive whiteboards (IWBs) – to support learning in secondary‐school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics, science and history) in an intensive process of systematically analysing video recordings of classroom activity and other data in depth. Our goals were to assist teachers in articulating the pedagogical rationale underlying their practice, and uniquely, to engage them in theory building about strategic technology use. This paper reports on a follow‐up study carried out one year after the collaborative analyses in order to assess the subsequent impacts of the process of critical reflection. The eight teachers were questioned using a semi‐structured interview technique that allowed us to elicit structured and personalised accounts of impact on pedagogical thinking and practice and the supporting or constraining factors. The findings suggest that for at least some, the sociocultural theory introduced and reformulated during the analyses provided a powerful analytical lens upon emerging practices, including those not incorporating technology. All of the participants reported lasting effects upon their own thinking and, except where external constraints operated, on teaching practices. The approaches developed during T‐MEDIA had additionally been disseminated to and adapted by other subject colleagues. The study illustrates how collaborative analysis of lesson videos can be used to engage teachers in deep reflection, critique and debate. This approach supports the development of an analytical scrutiny of classroom teaching and offers a significant professional development opportunity. In particular, under conditions of sensitive support, teachers will readily accommodate theoretical constructs into specific areas of professional thinking and practice.