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Wando Mount Pleasant Library
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Professional development of teachers: using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices.
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- Author(s): Loo, Sai Y.
- Source:
Teacher Development; Nov2013, Vol. 17 Issue 4, p499-517, 19p, 6 Color Photographs, 1 Chart- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper in England and the need to optimise teaching resources due to the current global recession have prompted a re-assessment of recording technologies in pedagogic practices. In this article, the application of digital technology to analyse teaching practices may be classified into four approaches using: pedagogic theories of learning, a reflective approach, ‘technical’ aspects of the digital technology, and a multimodality framework. This article offers a socio-cultural framework of multimodality and reflective peer review to analyse teaching practices of and by qualified teachers. The findings of this article include: a structured approach to analysing the multi-modes of pedagogic practices, and a collaborative and supportive peer review of post-teaching sessions. These findings have implications for teachers’ continuous professional development, teacher education, teaching institutions and policy-makers. [ABSTRACT FROM PUBLISHER]
- Abstract: Copyright of Teacher Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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