A dialogic reflection framework developed by Edge (1992) AU35: The citation "Edge (1992)" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. . Practitioners of CD play the roles of the Speaker and the Understander to help each other self-explore their problems.
Published in Chapter:
Video-Mediated Dialogic Reflection for Teacher Professional Development: A Case in Vietnam
Khoa Do (University of Warwick, UK)
Copyright: © 2023
|Pages: 33
DOI: 10.4018/978-1-6684-7034-3.ch009
Abstract
This study investigates the nature of discourse, the advantages and disadvantages of Video-mediated Cooperative Development (VMCD) and the potential of the technique being applied as a means of Continuing Professional Development in Vietnam. The study is a qualitative case study, and the data encompass recordings of the VMCD sessions, recordings of the interviews, recordings of the online lessons, and the participants' drawings. Overall, the nature of discourse in VMCD meetings is similar to that of face-to-face Group Development (GD), with Attending suffering the most due to problems which emerge from online interaction. Additionally, even though they experienced some difficulties being the Understanders, the participants generally enjoyed the VMCD sessions, acknowledging its novelty, its relevance, and the fact that it conveys a sense of community. It is also reported that solutions or the ‘moments of enlightenment' can come during the VMCD sessions, or later on when the teachers have their own time to reflect. The results have implications for the possible modifications of future versions of VMCD, or any VMCD-integrated teacher training programmes.