Developing Productive Classroom Dialogue Using Analytics-Supported Video-Based Approach for Teacher Learning

Abstract

This study investigates the role of a video-based teacher professional development approach supported by a visual learning analytics tool, Classroom Discourse Analyzer (CDA), for helping teachers to understand and to enrich their classroom dialogue in the teacher education context. Data were drawn from three teacher educators and their pre-service student teachers (n = 52) spanning over six months on enriching classroom dialogue. Teacher educators met regularly in six teacher meetings to discuss and reflect on classroom dialogue using video clips enriched by CDA visualizations. Coding of classroom talk using accountable productive talk moves indicates changes in teachers' increased use of productive classroom dialogue moves. Qualitative analysis of teacher reflection and discussion illustrated how CDA supported teachers in noticing their own and student discourse, using dialogue moves as the framework for reflection, and developing deeper meanings of dialogue using CDA as objects of inquiry. Implications of the designed analytics-supported video-based teacher professional development approach are discussed.