Developing a frame for action with digital technology through extending teacher noticing

Maria Vrikki, Paul Warwick, Kari Anne Rødnes

Research output: Contribution to journalArticlepeer-review

Abstract

Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically, they examine how the mix of collaborative interaction, use of video, and the discussion of selected incidents when focusing on specific aspects of practice leads to extended noticing and the creation of a ‘frame for action’. They focus on a research and development project that introduced a dialogic pedagogy around a microblogging tool in English secondary schools. Three teachers participated in meetings with researchers, presenting self-selected clips from their lessons for discussion. Analysis of audio-recorded meetings revealed teachers’ preparedness to extend understanding by building on others’ experiences. This led to the teachers developing frames for action for future lessons informed by professional dialogue.

Original languageEnglish
Pages (from-to)393-410
Number of pages18
JournalTeacher Development
Volume25
Issue number4
DOIs
Publication statusPublished - 2021

Keywords

  • collaborative reflection
  • dialogic pedagogy
  • Teacher noticing
  • video-based reflection

Fingerprint

Dive into the research topics of 'Developing a frame for action with digital technology through extending teacher noticing'. Together they form a unique fingerprint.

Cite this