Videoclubs: EFL teachers’ selective attention before and after
| Autoři | |
|---|---|
| Rok publikování | 2015 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The use of video to support both pre-service and in-service teachers in developing their professional knowledge, vision and action has been given a lot of attention recently, especially in the area of mathematics and science education. However, teachers of English as a foreign language (EFL) have been neglected in this respect so far. This paper aims to fill this gap by presenting research on the use of videoclubs (cp. van Es & Sherin, 2006) to foster EFL teachers‘ professional vision. 11 practising EFL teachers divided into 3 groups participated in videoclubs for an academic year, analyzing video sequences mainly from their own classrooms, studying theoretical materials, and collaboratively designing activities. Data from the pre- and post-videoclub interview (teachers commenting on a video sequence from an unknown teacher’s class) were analyzed in terms of: (a) what topics they address and how they elaborate on them (selective attention), and (b) what cognitive processes are evident in their comments (as indication of the knowledge-based reasoning). The analysis will shed light on the use of videoclubs to support EFL teachers‘ professional development as well as on the nature of their professional vision. |
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