Referentiality in Secondary Teachers' Video Observation of Others' Teaching
Valérie Lussi Borer, Alain Muller, Simon Flandin, University of Geneva, Switzerland
CITE Journal Volume 18, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article presents a study of individual video-based educational sessions with secondary trainee teachers (N = 30) observing others’ teaching. Within a Peircian semiotic framework, the study was designed to deepen the researchers’ understanding of video-enhanced experience in educational settings beyond the usual research areas of noticing, interpreting and reflecting. Facilitated thinkaloud protocols were used, the trainees’ verbalizations were transcribed and the data were coded using semiotic schemes. The analysis revealed eight referentiality items jointly underlying the teachers’ activities of description, interpretation, and evaluation while video observing. The results suggest the need to acknowledge the dimension of referentiality in video observation as a legitimate object of research, instructional design, and facilitation in the field of teacher video-enhanced education, especially during the induction period.
Lussi Borer, V., Muller, A. & Flandin, S. (2018). Referentiality in Secondary Teachers' Video Observation of Others' Teaching. Contemporary Issues in Technology and Teacher Education, 18(1), 149-167. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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