Developing Productive Classroom Dialogue Through Analytics-Supported, Video-Based Teacher Professional Development

• In Event: Technology and Teacher Professional Development

Abstract

This paper reports an ongoing project by investigating the design of a video-based teacher professional development approach, augmented with a visual learning analytics tool, for helping teachers to develop productive classroom dialogue by collective reflecting on their classroom teaching with peers. Five teacher educators and 64 students in a pre-service program participated. Analysis of a pre-/post-test questionnaire indicated a positive change in their views of classroom culture towards a dialogic perspective. Quantitative analysis showed changes in words per turn, teacher-students turn-taking patterns, and dialogic practices engagement from a pretest to a posttest lesson. Qualitative analysis showed how the teacher and students engaged in dialogic practices in the classroom. Implications of the designed analytics-supported teacher professional development approach are discussed.

Authors

• Yuyao Tong, The University of Hong Kong

• Gaowei Chen, The University of Hong Kong

• Carol K. Chan, University of Hong Kong

• Jinjian Yu, University of Hong Kong