Using Video-Based Online Coaching to Support Teacher Facilitation of Whole-Class Text-Based Discussion in History

• In Event: 53.052 - Online Professional Development Across Disciplines and Contexts

Abstract

Teacher educators have long recognized the instructional potential of classroom video. The emergence of new online video coaching platforms—with user-friendly upload and tagging features—holds great promise, especially for in-service professional development. This study explores how eight teachers engaged in an online video-based coaching intervention focused on whole-class, text-based historical discussion. Teachers were assigned to one of two groups: peer feedback (Group A) or expert feedback (Group B), and using the online platform, participated in five weeks or “rounds” of video-based analysis and feedback, alternating between personal and case videos. Preliminary findings suggest a relationship between the quality of discussion featured in the video and quality of teacher observations. Findings also suggest teacher preference for expert over peer feedback.

Authors

• Abby Reisman, University of Pennsylvania

• Lisette Enumah, The University of Pennsylvania