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dc.contributor.authorCharteris, Jennifer
dc.contributor.authorSmardon, Dianne
dc.date.accessioned2013-02-27T19:45:58Z
dc.date.available2013-02-27T19:45:58Z
dc.date.copyright2013-01-23
dc.date.issued2013
dc.identifier.citationCharteris, 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.en_NZ
dc.identifier.issn1941-5257
dc.identifier.urihttps://hdl.handle.net/10289/7271
dc.description.abstractThis 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 learningen_NZ
dc.language.isoen
dc.publisherTaylor & Francisen_NZ
dc.relation.ispartofProfessional Development in Education
dc.subjectcollaborative inquiryen_NZ
dc.subjectcontinuing teacher professional developmenten_NZ
dc.subjectdialogic feedbacken_NZ
dc.subjectvideoed peer coachingen_NZ
dc.titleSecond look – second think: a fresh look at video to support dialogic feedback in peer coachingen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/19415257.2012.753931en_NZ


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