Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching
Research output: Contribution to journal › Article › peer-review
Colleges, School and Institutes
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.
|Journal||Cambridge Journal of Education|
|Early online date||25 May 2020|
|Publication status||E-pub ahead of print - 25 May 2020|