16 SES 03 B, ICT Professional Development
Mobile technologies offer new affordances for teacher observation schemes in teacher education programs. The purpose of this research was to investigate the integration of mobile technologies into teacher observation approaches. This case study investigated the differences between traditional narrative paper-pen, mobile app-supported and video observation methods. Participants included experienced teachers who were selected as the observers and the observees within EFL settings in a private university. The data was collected in three different teaching sessions using three different approaches. Data sources included lesson observation notes and semi structured post-interview questions conducted with teachers after each session. Results reveal recommendations for the integration of mobile and video based observation tools into teacher professional development programs.
Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. Research in Learning Technology, 17(3). Barnard, A., Croft, W., Irons, R., Cuffe, n., & Bandara, W. R. P. (2011). Peer partnership to enhance scholarship of teaching: A case study. Higher Education Research and Development, 30, 435–448. Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. Educational Technology & Society, 17(4), 17–32. Beck, R., King, A. Marshall, S. (2002). Effects of videocase construction on preservice teachers’ observations of teaching. The Journal of Experimental Education, 70(4), 345–361. Bell, M. (2001). Supported reflective practice: A program of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29–39. Bell, M., & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60–73. Carroll, C., & O’Loughlin, D. (2014). Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51(4), 446–456. Cosh, J. (1999). Peer observation: a reflective model. ELT journal, 53(1), 22–27. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council. Engin, M. (2016). Enhancing the status of peer observation through the scholarship of teaching and learning. International Journal for Academic Development, 21(4), 377–382. Gosling, D. (2002). Models of peer observation of teaching. Generic Centre: Learning and Teaching Support Network. Retrieved, 8(10), 1–6. Hammersley‐Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213–224. Kohut, G. F., Burnap, C., & Yon, M. G. (2007). Peer observation of teaching: Perceptions of the observer and the observed. College Teaching, 55(1), 19–25. Kukulska-Hulme, A., & Traxler, J. (2007). Designing for mobile and wireless learning. Rethinking pedagogy for a digital age: Designing and delivering e-learning, 180–192. Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315. Naismith, L., Lonsdale, P., Vavoula, G. N., & Sharples, M. (2004). Mobile technologies and learning. Bristol: Futurelab. Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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