Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Vulgar Tongue: Green's History of Slang

By Jonathon Green

A comprehensive history of slang in the English speaking world by its leading lexicographer.


New from Cambridge University Press!

ad

The Universal Structure of Categories: Towards a Formal Typology

By Martina Wiltschko

This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.


New from Brill!

ad

Brill's MyBook Program

Do you have access to Dynamics of Morphological Productivity through your library? Then you can by the paperback for only €25 or $25! Find out more about Brill's MyBook program!


Academic Paper


Title: Video-stimulated reflection as a professional development tool in interactive whiteboard research
Author: Euline Cutrim Schmid
Institution: Pädagogische Hochschule Heidelberg
Linguistic Field: Applied Linguistics
Subject Language: English
German
Abstract: Several authors (e.g., Mcniff & Whitehead, ; Wallace, ) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

CUP at LINGUIST

This article appears in ReCALL Vol. 23, Issue 3, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page