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

随着教育从业者对教师专业发展的了解不断加深，人们对在在职和职前教师的学术英语培训方案中使用录像带的兴趣日益浓厚。这与视频在广泛的教育背景下的使用增加是一致的(Mann等人，2019年)。这个项目将调查一种特殊的视频分析工具(VEO/www.veo.co.uk)的使用情况及其在促进EAP(学术英语)教师对话反思方面的作用。Veo是一款创新的标签工具。人们认为，VEO的使用对教师教育以外的几个领域都有价值，可以提供可扩展的协作教学法，以满足21世纪的需求(Seedhouse，Miller&Haines，2021)。在使用该工具时，教师会在视频中标记关键时刻，然后将其用作讨论和发展的要点。这样的标记可以是一个以数据为导向的反思过程，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、改变焦点和复习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合作的机会，分享想法和知识，并讨论他们的问题和关切。然而，由于缺乏时间、技术知识、动机和职业倦怠等挑战，在线从事专业学习(PL)面临着来自教师的一些阻力。此外，关于EAP教师的在线对话反思在纵向设计中的作用(Walsh，2018)，人们知之甚少；因此，本项目试图通过探索EAP教师在一个学年中对教学的自我审查和同行观察(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中的基于设计的研究方法(Yen，2004)。这项研究旨在调查在线专业学习社区(PLC)(Dufour，2004；Stewart，2014)中对视频课程的自我审查和对教学的同行观察如何改善教学实践，并促进EAP教师的对话反思。它还将看到VEO工具在这一过程中的关键作用。十名EAP教师将结对使用视频标记软件记录、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，收集到的快照录像(约60个)可以很容易地改编用于初学者和在职教师教育。这将是该项目的一部分，考虑如何将视频语料库用于教师发展，并将根据该项目向教师教育工作者提出建议和建议。这一课堂录音语料库，连同所记录的反思，可能是一种非常有价值的资源，可以在华威大学内外开发和使用。通过使用制作的视听教材，该项目将满足师范教育方案的需要(Sert等人，2021年)，这些方案很少将这些内容纳入其方案。

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.