TY - CHAP

T1 - Assessing pre-service teachers’ reflective classroom observation competence in English language teaching

AU - Blell, Gabriele

AU - von Bremen, Friederike

PY - 2020/4/2

Y1 - 2020/4/2

N2 - At the Department of English Didactics at the Leibniz University of Hanover, a wide range of video-based learning modules has been created to enhance the practical relevance of teacher training. Based on the model of reflective practice (Wallace 1991) these learning modules aim at improving students' reflective professional competence in EFL-teacher training by imparting issue-specific theoretical knowledge and guidance through the analysis and reflection of English lessons recorded on video. This teaching material is tested in online courses for blended-learning seminars with accompanying research to assess its effect on students' competence in lesson reflection. For this research an adaptation of the Lesson Observation Critical Incident Technique (Coyle 2007), in short LOCIT, is applied in the seminars to explore what kind of classroom situations students in EFL teacher training perceive as learning opportunities for their future work life. For this purpose, students analysed three videotaped grammar lessons in the course of a seminar that also included different parts of a module on grammar teaching. All the students' contributions throughout the seminar were collected for scientific analysis afterwards. The pilot for this case study was conducted during the summer semester of 2018. Its research results provide valuable insight into our students' perception of relevant learning moments for their professional education and into the influence additional teaching material can have on this.

AB - At the Department of English Didactics at the Leibniz University of Hanover, a wide range of video-based learning modules has been created to enhance the practical relevance of teacher training. Based on the model of reflective practice (Wallace 1991) these learning modules aim at improving students' reflective professional competence in EFL-teacher training by imparting issue-specific theoretical knowledge and guidance through the analysis and reflection of English lessons recorded on video. This teaching material is tested in online courses for blended-learning seminars with accompanying research to assess its effect on students' competence in lesson reflection. For this research an adaptation of the Lesson Observation Critical Incident Technique (Coyle 2007), in short LOCIT, is applied in the seminars to explore what kind of classroom situations students in EFL teacher training perceive as learning opportunities for their future work life. For this purpose, students analysed three videotaped grammar lessons in the course of a seminar that also included different parts of a module on grammar teaching. All the students' contributions throughout the seminar were collected for scientific analysis afterwards. The pilot for this case study was conducted during the summer semester of 2018. Its research results provide valuable insight into our students' perception of relevant learning moments for their professional education and into the influence additional teaching material can have on this.

KW - Learning opportunities

KW - Lesson observation critical incident technique

KW - Reflective observation competence

KW - Teacher education

KW - Teacher training

KW - Teaching material

KW - Videography

UR - http://www.scopus.com/inward/record.url?scp=85114757047&partnerID=8YFLogxK

M3 - Contribution to book/anthology

SN - 9783631810910

T3 - Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy – content- and learner-oriented

SP - 225

EP - 244

BT - Classroom Observation

A2 - Lenz, Friedrich

A2 - Frobenius, Maximiliane

A2 - Klattenberg, Revert

CY - Berlin

ER -