The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback

The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback

Sercan Çelik (TED University, Ankara, Turkey), Evrim Baran (Iowa State University, Ames, USA) and Olcay Sert (English Studies, Mälardalen University, Västerås, Sweden)
Copyright: © 2018 |Pages: 14
DOI: 10.4018/IJMBL.2018040104

Abstract

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.
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Peer Observations And Peer Review For Teacher Professional Development

Observations are one of the most common methods used in teacher professional development programs to foster the spirit of collegiality, self-esteem, self-respect, self-awareness, mutual trust, respect and cooperation between teachers (Drew, Phelan, & Lindsay et al., 2017). As one of the ways to carry out observation in teacher education, peer observation is defined as a reflective process in which teachers find a way to critically approach and analyse their own teaching, which leads to development of teaching practices in terms of both methodology and pedagogy (Eri, 2014; Hendry, Bell, & Thomson, 2014).

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