J 2015

Video Clubs: EFL Teachers’ Selective Attention Before and After

MINAŘÍKOVÁ, Eva, Michaela PÍŠOVÁ, Tomáš JANÍK and Klára ULIČNÁ

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

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50300 5.3 Education

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

RIV identification code

RIV/00216224:14410/15:00081628

Organization unit

Faculty of Education

DOI

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
Změněno: 8/1/2019 09:47, Dana Nesnídalová

Abstract

V originále

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)