Video Clubs: EFL Teachers’ Selective Attention Before and After

MINAŘÍKOVÁ, Eva, Michaela PÍŠOVÁ, Tomáš JANÍK and Klára ULIČNÁ. Video Clubs: EFL Teachers’ Selective Attention Before and After. Orbis Scholae. Karolinum, 2015, vol. 9, No 2, p. 55-75. ISSN 1802-4637. Available from: https://dx.doi.org/10.14712/23363177.2015.80.

Basic information

• Original name: Video Clubs: EFL Teachers’ Selective Attention Before and After
• Authors: MINAŘÍKOVÁ, Eva (203 Czech Republic, guarantor, belonging to the institution), Michaela PÍŠOVÁ (203 Czech Republic, belonging to the institution), Tomáš JANÍK (203 Czech Republic, belonging to the institution) and Klára ULIČNÁ (203 Czech Republic, belonging to the institution).
• Edition: Orbis Scholae, Karolinum, 2015, 1802-4637.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50300 5.3 Education
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/15:00081628
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.14712/23363177.2015.80
• Keywords in English: professional vision; selective attention; video in teacher education; video clubs; English as a foreign language; teacher education; teacher professional development
• Tags: International impact, Reviewed

Abstract

The paper aims to introduce results of a study of the effects of participation in video clubs on EFL (English as a Foreign Language) teachers’ selective attention. It is a part of a larger project concerned with EFL teachers’ professional vision. The paper introduces the theoretical background of study on teachers’ professional vision and selective attention and the rationale of video clubs used specifically for EFL teachers. 11 EFL teachers participated in this year-long study and attended video club meetings that aimed to foster their professional vision for conscious development of pupils’ communicative competence. They were interviewed at the beginning and at the end of the programme; video sequences of their own teaching and of other teacher’s teaching were used as prompts. The transcribed data were analysed using a theory-driven system of categories describing the areas of teachers’ selective attention (i.e. aims, context, content, pupil/s, teacher, process). The results suggest that after participating in video clubs the teachers paid more attention to aims and content, and less to the teacher. The results for the category of pupil(s) differed for the own/other video sequence. As the development of communicative competence represents the ultimate goal of EFL teaching, it is encouraging that after the intervention the teachers’ comments were more aim and content oriented.

Links

• GA13-21961S, research and development project: Name: Profesní vidění a jeho rozvíjení prostřednictvím analýzy založené na videu (z pohledu učitelů angličtiny jako cizího jazyka)

Investor: Czech Science Foundation, Exploring professional vision and its development through video-based analysis (from the perspective of teachers of English as a foreign language)