Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Second look – second think: a fresh look at video to support dialogic feedback in peer coaching

      Charteris, Jennifer; Smardon, Dianne
      DOI
       10.1080/19415257.2012.753931
      Find in your library  
      Citation
      Export citation
      Charteris, J., & Smardon, D. (2013). Second look – second think: a fresh look at video to support dialogic feedback in peer coaching. Professional Development in Education, 39(2), 168-185.
      Permanent Research Commons link: https://hdl.handle.net/10289/7271
      Abstract
      This case study, concerning peer coaching for sustainable professional practice, utilised video to enable teachers 'deep learning' during peer coaching sessions. While the use of video is not a new tool for continuing professional development, this research employs a fresh way of using it. Teachers reflected on their learning process by watching video footage filmed during group peer coaching sessions. The study explores how this reflection with peers influenced the teachers' thinking and decision-making. Findings indicated that teacher participants were able to 'see' themselves thinking, becoming more explicitly aware of their peer coaching role and their own professional learning processes. This paper links strongly to the theme of this special, issue advancing that the use of video can enable teachers a unique opportunity to review and reflect on their positioning in their professional learning. The research recommends ongoing exploration of practices that afford teachers opportunities to develop metacognitive awareness and an agentic role in their own learning
      Date
      2013
      Type
      Journal Article
      Publisher
      Taylor & Francis
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement