Virtual feedback on teaching using videos of teaching : how teaching changes over time with consistent feedback
- This research examines how teaching and learning evolved over the course of one school-year in classrooms where the teachers received written feedback on videos of their teaching through an online platform. The study is situated within a university-based teacher professional development program. Participants in the study included two subject-matter coaches and three high school English teachers working on improving one element of pedagogical practice: facilitating classroom discussion. Four videos from each teacher's classroom and all the written feedback comments provided on those videos were examined for the nature of feedback provided and the subsequent changes observed. The analytic scheme was developed from Feedback Intervention Theory and the vast literature on facilitating classroom discussion. Feedback comments to teachers were predominantly descriptive of teacher and student actions observed in the classroom, almost equally positive and critical, and suggested instructional strategies in majority of comments. The pedagogical focus of feedback to teachers, as well as particular instructional strategies to try, varied slightly across the three teachers. The teaching and learning evolved and improved within each of the teachers' classrooms over the course of the year in substantial and nuanced ways as teachers consistently employed the strategies suggested in the feedback comments and attempted to meet the goals of instruction in feedback. These findings offer insights for how the field conceptualizes feedback on teaching and how we study the feedback on teaching. Findings also have implications for how we provide feedback to teachers.
|Type of resource
|electronic; electronic resource; remote
|1 online resource.
|Stanford University, Graduate School of Education.
|Lotan, Rachel A
|Lotan, Rachel A
|Statement of responsibility
|Submitted to the Graduate School of Education.
|Thesis (Ph.D.)--Stanford University, 2016.
- © 2016 by Edit Khachatryan
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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