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Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes
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, Wayne State University, United States ; , Oakland University, United States ; , University at Buffalo, State University of New York, United States

Journal of Technology and Teacher Education Volume 23, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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Abstract

This study examined how characteristics of Collaborative Peer Video Analysis (CPVA) events are related to teachers’ pedagogical outcomes. Data included 39 transcribed literacy video events, in which 14 in-service teachers engaged in discussions of their video clips. Emergent coding and Statistical Discourse Analysis were used to analyze the data. Findings suggest that particular types of clips (assessment vs. instruction), the purpose for sharing (problems vs. successes), and conversation-turn characteristics—including aspects of pedagogy discussed, aspects of disciplinary knowledge discussed, sources of knowledge, and conversation actions—predicted teachers’ outcomes, such as generation of specific categories of pedagogical ideas and their consideration of applying these ideas in their future literacy pedagogy. Additionally, based on the explanatory model, most of the differences in whether teachers generated ideas or considered applying them in future occurred within a CPVA event (across conversation turns) rather than across events.

Citation

Arya, P., Christ, T. & Chiu, M. (2015). Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes. Journal of Technology and Teacher Education, 23(2), 159-183. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 2, 2023 from .

© 2015 Society for Information Technology & Teacher Education

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