Perry, Thomas, Davies, Peter and Brady, Josephine (2020) Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education, 50 (5). pp. 615-637. doi:10.1080/0305764X.2020.1752619 ISSN 0305-764X.
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Abstract
The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.
| Item Type: | Journal Article |
|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) |
| Journal or Publication Title: | Cambridge Journal of Education |
| Publisher: | Routledge |
| ISSN: | 0305-764X |
| Official Date: | 2020 |
| Dates: | Date Event 2020 Published 25 May 2020 Available 2 April 2020 Accepted |
| Volume: | 50 |
| Number: | 5 |
| Page Range: | pp. 615-637 |
| DOI: | 10.1080/0305764X.2020.1752619 |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Restricted or Subscription Access |
| URI: | https://wrap.warwick.ac.uk/160116/ |
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