Language teachers and multimodal instructional reflections during video-based online learning tasks

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Ding, Krista D. Glazewski, Faridah Pawan
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引用次数: 1

Abstract

ABSTRACT This study explores the multiple ways in which a group of five in-service language teachers reflected in an online video-embedded learning environment. The findings suggest that when engaging in video-based reflective tasks, teachers evaluated and interpreted instructional practices presented to them based on multimodal classroom interactions (i.e. both verbal and non-verbal actions such as pause, gaze or body language). Furthermore, through reflecting on the multimodal classroom interactions, teachers also developed new awareness about their instructional practices and zoomed in on teaching techniques essential for language teaching. The findings stressed the importance of approaching teacher reflection from the multimodal perspective afforded by technology such as videos.
基于视频的在线学习任务中的语言教师与多模态教学反思
本研究探讨了一组五名在职语言教师在在线视频嵌入式学习环境中的多种反思方式。研究结果表明,在进行基于视频的反思任务时,教师根据多模态课堂互动(即语言和非语言行为,如停顿、凝视或肢体语言)评估和解释呈现给他们的教学实践。此外,通过对多模态课堂互动的反思,教师也对自己的教学实践有了新的认识,并把重点放在了语言教学所必需的教学技巧上。研究结果强调了从视频等技术提供的多模式视角来看待教师反思的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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