Details
| Original language | English |
|---|---|
| Title of host publication | Classroom Observation |
| Subtitle of host publication | Researching Interaction in English Language Teaching |
| Editors | Friedrich Lenz, Maximiliane Frobenius, Revert Klattenberg |
| Place of Publication | Berlin |
| Chapter | 19 |
| Pages | 225-244 |
| Number of pages | 20 |
| ISBN (electronic) | 9783631816547 |
| Publication status | Published - 2 Apr 2020 |
Publication series
| Name | Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy – content- and learner-oriented |
|---|---|
| Volume | 38 |
Abstract
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.
Keywords
- Learning opportunities, Lesson observation critical incident technique, Reflective observation competence, Teacher education, Teacher training, Teaching material, Videography
ASJC Scopus subject areas
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Classroom Observation: Researching Interaction in English Language Teaching. ed. / Friedrich Lenz; Maximiliane Frobenius; Revert Klattenberg. Berlin, 2020. p. 225-244 (Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy – content- and learner-oriented; Vol. 38).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research
}
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 -