Exploring self and peer-reflection through a video tagging tool for online and classroom-based lessons for EAP settings

教育从业者对教师专业发展理解的进步，导致人们对在学术英语（EAP）环境中在职和职前教师的教师培训课程中使用视频的兴趣增加。这与在广泛的教育背景下视频使用的增加是一致的（Mann et al 2019）。随着这种使用的增长，有一个相应的工具，可用于教师发展反思和认识他们的做法，本项目将调查使用一个特殊的视频分析工具（VEO/www.veo.co.uk）和它的作用，促进对话反思的EAP（学术英语）教师的。VEO是一个创新的标记工具。人们认为，VEO的使用可以是有价值的教师教育以外的几个领域，提供可扩展的协作教学法，以满足二十一世纪的需求（Seedhouse，米勒和海恩斯，2021）。当使用该工具时，教师在视频中标记关键时刻，然后将其用作讨论和发展的要点。这种标记可以是一个以数据为主导的反思过程，随着时间的推移建立意识。此外，课程的视频记录提供了重播，改变焦点和回顾在复杂的课堂环境中可能没有注意到的细节的机会（实时）。通过视频进行反思可以得到同行观察的支持，因为它为教师提供了共同工作、分享想法和知识以及讨论他们的问题和关注的机会。然而，从事专业学习（PL）在线面临着一些阻力，教师由于他们缺乏时间，技术知识，动机和倦怠，以及其他挑战。此外，人们对EAP教师在纵向设计中的在线对话反思的作用知之甚少（沃尔什，2018）;因此，本项目旨在通过探索EAP教师在一学年内的自我审查和同行观察教学（POT）的动态以及这如何促进教师发展来解决这一差距。为了解决上述研究重点，将采用纵向定性比较案例研究（尹，2004）中的设计为基础的研究方法。本研究旨在探讨在线专业学习社区（PLC）（DuFour，2004; Stewart，2014）中的视频录制课程自我审查和教学同行观察如何改善教学实践并促进EAP教师之间的对话反思。它还将看到VEO工具在这个过程中的关键启示。10名EAP教师将配对记录，使用视频标记软件标记关键时刻，并反思彼此的课程。归纳主题分析和对话分析将应用于数据集（反思会议的成绩单，参与者的反思笔记，视频平台上的评论，视频标记软件的标签集，访谈和研究人员的书面自我反思笔记）。该项目的一个好处是，收集的快照录像（约60）可以很容易地调整用于初始和在职教师教育。这将是该项目的一部分，考虑如何在教师发展中使用视频库，并将为教师教育工作者提出建议和意见。课堂录音的语料库，连同记录的反思，是潜在的一个非常宝贵的资源，可以开发和使用内外的沃里克大学。通过使用制作的视听教材，该项目将满足教师教育方案的需要（Sert等人，2021年），很少将这些要素纳入其方案。

Education practitioners' advancement in the understanding of teacher professional development has resulted in an increased interest in the use of video in teacher training programmes for both in-service and pre-service teachers in English for Academic Purposes (EAP) settings. This is in line with an increase of the use of video in a wide range of educational contexts (Mann et al 2019). Alongside this growth in use, there has been a corresponding increase in tools which can be used for teachers to develop reflection and awareness of their practice.This project will investigate the use of a particular video analysis tool (VEO/ www.veo.co.uk) and its role in fostering dialogic reflection among EAP (English for Academic Purposes) teachers'. VEO is an innovative tagging tool. It is believed that the use of VEO can be valuable to several fields beyond teacher education, delivering scalable collaborative pedagogy to meet twenty-first century needs (Seedhouse, Miller & Haines, 2021). When using the tool, teachers tag key moments in videos that are then used as points for discussion and development. Such tagging can be a data-led reflective process which builds awareness over time. Moreover, video recordings of lessons provide the opportunity to replay, change focus and go over details that might not have been noticed in the complexity of the classroom environment (in real-time). Reflection through video can be supported by peer observation as it provides the chance for teachers to work together, share ideas and knowledge, and discuss their problems and concerns. However, engaging in Professional Learning (PL) online has faced some resistance from teachers due to their lack of time, technical knowledge, motivation, and burnout, among other challenges. Moreover, little is known about the role of online dialogic reflection of EAP teachers within a longitudinal design (Walsh, 2018); therefore, this project seeks to address this gap by exploring the dynamics of EAP teachers' self-review and Peer-Observation of Teaching (POT) over one academic year and how this gives rise to teacher development. To address the research focus detailed above, a design-based research approach within a longitudinal qualitative comparative case study (Yin, 2004) will be applied. This study aims to investigate how self-review of video-recorded lessons and peer observation of teaching within an online Professional Learning Community (PLC) (DuFour, 2004; Stewart, 2014) can improve teaching practice and foster dialogic reflection among EAP teachers. It will also see where the VEO tool is a key affordance in this process. Ten EAP teachers will be paired up to record, tag key moments using video-tagging software, and reflect on each other's lessons. Inductive thematic analysis and Conversation Analysis will be applied to the data set (transcripts from reflective sessions, participants' reflective notes, comments on the video platform, tagsets from the video-tagging software, interviews, and written self-reflection notes from the researcher). One benefit of the project is that the snapshot video recordings collected (around 60) that could be easily adapted for use in both initial and in-service teacher education. It will be part of the project to consider how a corpus of videos could be used in teacher development and there will be recommendations and suggestions for teacher educators, arising out of the project. This corpus of classroom recordings, together with the recorded reflections, is potentially an extremely valuable resource that could be developed and used both within and outside the University of Warwick. By using generated audio-visual teaching material, this project will serve to meet the needs of teacher education programmes (Sert et al., 2021), which rarely integrate such elements into their programmes.