Developing a frame for action with digital technology through extending teacher noticing

ABSTRACT

Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically, they examine how the mix of collaborative interaction, use of video, and the discussion of selected incidents when focusing on specific aspects of practice leads to extended noticing and the creation of a ‘frame for action’. They focus on a research and development project that introduced a dialogic pedagogy around a microblogging tool in English secondary schools. Three teachers participated in meetings with researchers, presenting self-selected clips from their lessons for discussion. Analysis of audio-recorded meetings revealed teachers’ preparedness to extend understanding by building on others’ experiences. This led to the teachers developing frames for action for future lessons informed by professional dialogue.

KEYWORDS:

• Teacher noticing
• collaborative reflection
• video-based reflection
• dialogic pedagogy

Acknowledgments

We wish to thank the teachers who took part in the project for their active involvement and the fruitful collaboration.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Funded by The Research Council of Norway, the project is a collaboration between the University of Cambridge and the University of Oslo.

2. All names are pseudonyms.

3. The episode is called ‘1a’ because later on in the article another part of it will be presented.

Additional information

Funding

This work was supported by The Research Council of Norway [project number 254761/H20].

Notes on contributors

Maria Vrikki

Maria Vrikki works as a postdoctoral researcher in Cyprus. Her research focuses on the role of the quality of dialogue on learning. She examines this relationship in two contexts: a) the classroom context which concerns student learning, and b) the teacher professional development context which concerns teacher learning. Maria has published her work in peer-reviewed journals and edited books, and has presented at national and international conferences.

Paul Warwick is a Senior Lecturer at the Faculty of Education, University of Cambridge. His research and teaching activities focus on oracy and dialogue in teaching and learning, technology in teaching and learning, primary science education and teacher professional development, particularly as it pertains to beginning teachers.

Kari Anne Rødnes is an assistant professor in Norway. Her research focuses on classroom dialogues, with particular attention to the role of scientific concepts and technology as support for subject-specific meaning making. Her work is published in peer-reviewed journals and edited books.