Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching

Research output: Contribution to journalArticle

Colleges, School and Institutes

Abstract

We report the outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement we examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups and interviews. We evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. We conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.

Details

Original languageEnglish
JournalCambridge Journal of Education
Early online date25 May 2020
Publication statusE-pub ahead of print - 25 May 2020