Title

Deepening understanding of ‘pedagogical outcomes’ through video data collection: a catalyst for guided reflective learning conversations

Document Type

Journal Article

Publisher

Taylor and Francis

School

School of Education

Comments

Originally published as: Dann, C., & Richardson, T. (2015). Deepening understanding of ‘pedagogical outcomes’ through video data collection: a catalyst for guided reflective learning conversations. International Journal of Pedagogies and Learning, 10(1), 62-80.Original available here

Abstract

This article examines the case of Catch Me Excel (CeMeE), an electronic feedback system developed to facilitate video, image and written feedback in the workplace to educators about pedagogical-related outcomes. It comprises a sophisticated, technological feedback system of which the resultant data can be used to enhance classroom, schools and systems improvement processes. Based on an underpinning theory of technological feedback the system acts as a catalyst to deepen the understanding of pedagogical outcomes. CeMeE can capture and house a rich range of data that can be used to structure and guide reflective learning conversations (RLC). It is considered with respect the features of bridging the gap-in-knowledge, reflective learning environment, focused RLC, zone of proximal development (ZPD), noticing, quality mentor teacher and relationships. The flexibility associated with CeMeE allows users to design their own feedback framework. For example, it can be designed to report on the extent to which teachers’ or preservice teachers’ pedagogical practices meet national teaching standards and specific goals of tertiary courses, thus providing feedback to the professional experience programme and those concerned with tertiary pedagogy in teacher education. CeMeE is also able to collect data that highlight the effectiveness of pedagogy through the recording and analysis of teacher–student dialogue to examine the evidence of scaffolding of learning thus facilitating the mentoring/coaching practices applicable to the preservice teacher–mentor relationship and in-service teacher-peer/administrator review in the creation of active learning environments.

DOI

10.1080/22040552.2015.1084677

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