How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy

2018 ◽  
Vol 90 ◽  
pp. 223-233 ◽  
Author(s):  
Alexander Gröschner ◽  
Ann-Kathrin Schindler ◽  
Doris Holzberger ◽  
Martina Alles ◽  
Tina Seidel
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Classroom Discourse ◽  
Self Efficacy ◽  
Video Reflection ◽  
Teacher Professional

Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

2020 ◽  
Vol 29 (4-5) ◽  
pp. 642-680
Author(s):  
Gaowei Chen ◽  
Carol K. K. Chan ◽  
Kennedy K. H. Chan ◽  
Sherice N. Clarke ◽  
Lauren B. Resnick
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Professional Development ◽  
Classroom Discourse ◽  
Teacher Professional

scholarly journals Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

2021 ◽  
Vol 9 ◽  
pp. A37-A59
Author(s):  
Klara Sedova
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Classroom Discourse ◽  
Development Programme ◽  
Dialogic Teaching ◽  
Video Recordings ◽  
Teacher Professional ◽  
Over Time ◽  
The Way

This study deals with the question of whether a change in classroom discourse implemented through teacher professional development (TPD) is sustainable over time. I studied one teacher’s practices and thinking three years after completing a TPD programme focused on dialogic teaching. The data were collected through interviews with the teacher and video recordings of her lessons. The data showed that the teacher continued with dialogic teaching, but she appropriated and modified the concept of dialogic teaching to serve her own needs and preferences. The way the teacher overcame obstacles to sustaining the implemented change is discussed in the study.

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