A Discursive Investigation of Using Synchronous Video Conferencing to Support Literacy Teachers' Reflection

• In Event: Preparing K–12 Teachers WITH and FOR Online Learning

Abstract

Synchronous web-conferencing offers participants in online courses opportunities to reflect on their practice and consider future pedagogical decisions in collaboration with colleagues, in ways that asynchronous forum discussions may not afford. This study takes up a discourse analytic perspective influenced by conversation analysis to examine the small-group synchronous discussions of 13 literacy teachers to understand how web-conferencing might support teacher learning through reflection-on-practice. Analysis of 24 discussions recorded over six weeks revealed that teachers’ reflection in synchronous web-conferencing was characterized by complaints and the sharing of troubles, and that solutions only occasionally were offered in response to identified issues. Pedagogical implications for using synchronous web-conferencing to support teacher reflection are discussed.

Authors

• Amber N. Warren, ACTFL

• Sara Kersten Parrish, University of Nevada - Reno