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Conference Paper: How a video-based online platform enhances pre-service English teachers’ quality and depth of reflections
Title | How a video-based online platform enhances pre-service English teachers’ quality and depth of reflections |
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Authors | |
Issue Date | 2022 |
Publisher | AsiaTEFL. |
Citation | 20th AsiaTEFL, 68th TEFLIN & 5th iNELTAL Hybrid International Conference 2022 How to Cite? |
Abstract | Situated within the context of English language teacher education, this paper discusses the affordances of an online video-based learning management system VideoVox developed by a university in Hong Kong to promote learning dialogues. With its unique functions of annotating time-stamped videos using personalisable tags, the platform creates an avenue for focused, rich and meaningful asynchronous discussion of critical episodes of teaching and learning. The study involves pre-service student-teachers taking undergraduate and postgraduate English language teaching methodology courses at the university. These student-teachers participated in staged collaborative lesson-planning, peer review and joint-reflection activities via VideoVox in relation to a micro-teaching and associated lesson-study assessment task. Adopting a qualitative approach, data is collected from the student-teachers’ online interactions, artifacts of their original, revised and finalised lesson plans and teaching materials, semi-structured interviews, and the teacher-educator’s observational diary. All this is analysed using thematic coding with inter-rater reliability checks. The paper examines how the functionalities of VideoVox may be capitalised upon in promoting different forms of collaboration, peer-feedback and reflections. Findings of the study indicate that VideoVox plays a significant role in enhancing the quality and depth of the student-teachers’ reflections, their criticality as well as use of video as evidence in their lesson study. Student-teachers also report gains in their feedback-giving approach and acknowledge its importance in their future teaching career. On this basis, pedagogical implications for broadening the use of such video-based platforms for teacher professional development will be explored. |
Persistent Identifier | http://hdl.handle.net/10722/323230 |
DC Field | Value | Language |
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dc.contributor.author | Tavares, NJ | - |
dc.date.accessioned | 2022-12-02T14:06:06Z | - |
dc.date.available | 2022-12-02T14:06:06Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | 20th AsiaTEFL, 68th TEFLIN & 5th iNELTAL Hybrid International Conference 2022 | - |
dc.identifier.uri | http://hdl.handle.net/10722/323230 | - |
dc.description.abstract | Situated within the context of English language teacher education, this paper discusses the affordances of an online video-based learning management system VideoVox developed by a university in Hong Kong to promote learning dialogues. With its unique functions of annotating time-stamped videos using personalisable tags, the platform creates an avenue for focused, rich and meaningful asynchronous discussion of critical episodes of teaching and learning. The study involves pre-service student-teachers taking undergraduate and postgraduate English language teaching methodology courses at the university. These student-teachers participated in staged collaborative lesson-planning, peer review and joint-reflection activities via VideoVox in relation to a micro-teaching and associated lesson-study assessment task. Adopting a qualitative approach, data is collected from the student-teachers’ online interactions, artifacts of their original, revised and finalised lesson plans and teaching materials, semi-structured interviews, and the teacher-educator’s observational diary. All this is analysed using thematic coding with inter-rater reliability checks. The paper examines how the functionalities of VideoVox may be capitalised upon in promoting different forms of collaboration, peer-feedback and reflections. Findings of the study indicate that VideoVox plays a significant role in enhancing the quality and depth of the student-teachers’ reflections, their criticality as well as use of video as evidence in their lesson study. Student-teachers also report gains in their feedback-giving approach and acknowledge its importance in their future teaching career. On this basis, pedagogical implications for broadening the use of such video-based platforms for teacher professional development will be explored. | - |
dc.language | eng | - |
dc.publisher | AsiaTEFL. | - |
dc.relation.ispartof | 20th AsiaTEFL, 68th TEFLIN & 5th iNELTAL Hybrid International Conference 2022 | - |
dc.title | How a video-based online platform enhances pre-service English teachers’ quality and depth of reflections | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Tavares, NJ: tavaresn@hku.hk | - |
dc.identifier.authority | Tavares, NJ=rp00960 | - |
dc.identifier.hkuros | 342718 | - |
dc.publisher.place | Indonesia | - |