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Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool
ARTICLE

, Michigan Technological University, United States ; , University of Louisville, United States ; , , University of Minnesota, United States

CITE Journal Volume 15, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online induction program in its ninth year of existence and has served over 180 teachers. The need to provide spaces for beginning teachers to reflect on their practice and seek support of their colleagues is critical to their professional growth. The current study specifically examines the social interactions and potential supports of a video annotation tool (VideoANT) to promote collaborative interactions toward the development of reflective practices. Results suggest that in the absence of additional scaffolding, teachers overwhelmingly used VideoANT to respond to their peers’ teaching practices with praise and agreement. Given the aims and objectives of the induction course, this finding indicates the need to give beginning teachers specific supports and scaffolds to further their development as reflective practitioners. This study adds to the literature on online video clubs for teacher education and identifies changes intended to improve the current design of the video activity in TIN.

Citation

Ellis, J., McFadden, J., Anwar, T. & Roehrig, G. (2015). Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool. Contemporary Issues in Technology and Teacher Education, 15(3), 404-421. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 15, 2019 from .

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