Peer and Other Video-Based Teacher Learning: The Interplay Between Critical Dialogue and Positive Evaluation

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Revolutionizing Teacher Education? Exploring the Power and Potential of Technology-Enhanced Teacher Development (Table 39)

Abstract

Collaborative analysis of classroom videos has become an integral part of teacher professional development programs. In this study, we used mixed methods to compare teachers’ discussions when they analyzed a peer’s video (PV) versus a video of an unknown teacher (OV) and to explicate the findings. The data included 28 audio-recorded, fully transcribed, video-based discussions (14 PVs; 14 OVs) collected in 28 teacher-led, teacher teams. Despite our expectation of differences, we found PVs and OVs resulted in roughly similar discussions on most parameters. Nevertheless, after viewing PVs, teachers used more positive evaluations to counter their critique in ways that allowed them to raise criticism but also limited the possibility to develop and learn from it.

Authors

• Miriam Babichenko, Ben-Gurion University of the Negev

• Dana Vedder-Weiss, Ben-Gurion University of the Negev