Video as the Mediator of a Teacher-Researcher Relationship in
Action Research: Improving Teacher Feedback in Dialogical
Education

C 2016

Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education

ŠVAŘÍČEK, Roman

Základní údaje

Originální název

Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education

Autoři

ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí)

Vydání

1. vyd. New York, Redefining Teacher Education for the Post-2015 Era. Global Challenges and Best Practices, od s. 233-254, 22 s. Teacher, 2016

Nakladatel

Nova Science Publishers

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50300 5.3 Education

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Odkazy

Publisher

Kód RIV

RIV/00216224:14210/16:00088014

Organizační jednotka

Filozofická fakulta

ISBN

978-1-63484-495-6

Klíčová slova anglicky

Professional development; Action research; Dialogical teaching; Feedback; Video

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 19. 4. 2024 12:24, Mgr. Michal Petr

Anotace

V originále

The aim of this study is to describe a change of teacher feedback as an effect of a teacher’s participation in a development program that was a part of an action research project. The chapter is based on data from my research projects focused on introducing dialogical methods (in particular, feedback) into the teaching of humanities classes at lower secondary schools, and it shows that teachers take three steps to improve their feedback: asking appropriate open questions of high cognitive demand, providing support (scaffolding), and using a lesson aim as an important limit in a discussion with students. Based on a change of teacher feedback in the process of participative action research, we propose a new model capturing the process of teacher change. In this model, a video recording becomes the key to establishing a trustworthy teacher-researcher relationship.

Návaznosti

GA13-23578S, projekt VaV

Název: Učitel a žáci v dialogickém vyučování

Investor: Grantová agentura ČR, Učitel a žáci v dialogickém vyučování

Citovat

ŠVAŘÍČEK, Roman. Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education. In Assunçāo Flores, Maria; Al Barwani, Thuwayba. Redefining Teacher Education for the Post-2015 Era. Global Challenges and Best Practices. 1. vyd. New York: Nova Science Publishers, 2016, s. 233-254. Teacher. ISBN 978-1-63484-495-6.

@inbook{1348923,
   author = {Švaříček, Roman},
   address = {New York},
   booktitle = {Redefining Teacher Education for the Post-2015 Era. Global Challenges and Best Practices},
   edition = {1.},
   editor = {Assunçāo Flores, Maria; Al Barwani, Thuwayba},
   keywords = {Professional development; Action research; Dialogical teaching; Feedback; Video},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {New York},
   isbn = {978-1-63484-495-6},
   pages = {233-254},
   publisher = {Nova Science Publishers},
   title = {Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education},
   url = {https://www.novapublishers.com/catalog/product_info.php?products_id=57162},
   year = {2016}
}

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PB  - Nova Science Publishers
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KW  - Professional development
KW  - Action research
KW  - Dialogical teaching
KW  - Feedback
KW  - Video
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L2  - https://www.novapublishers.com/catalog/product_info.php?products_id=57162
N2  - The aim of this study is to describe a change of teacher feedback as an effect of a teacher’s participation in a development program that was a part of an action research project. The chapter is based on data from my research projects focused on introducing dialogical methods (in particular, feedback) into the teaching of humanities classes at lower secondary schools, and it shows that teachers take three steps to improve their feedback: asking appropriate open questions of high cognitive demand, providing support (scaffolding), and using a lesson aim as an important limit in a discussion with students. Based on a change of teacher feedback in the process of participative action research, we propose a new model capturing the process of teacher change. In this model, a video recording becomes the key to establishing a trustworthy teacher-researcher relationship.
ER  -

ŠVAŘÍČEK, Roman. Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education. In Assun\c cāo Flores, Maria; Al Barwani, Thuwayba. \textit{Redefining Teacher Education for the Post-2015 Era. Global Challenges and Best Practices}. 1. vyd. New York: Nova Science Publishers, 2016, s.~233-254. Teacher. ISBN~978-1-63484-495-6.

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