{"title":"专业教学视频导入和在线小组讨论对教师能力发展的影响","authors":"Zohre Mohamadi Zenouzagh","doi":"10.1007/s10671-022-09318-z","DOIUrl":null,"url":null,"abstract":"<p><p>This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10671-022-09318-z.</p>","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"21 1","pages":"465-488"},"PeriodicalIF":1.2000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9510349/pdf/","citationCount":"0","resultStr":"{\"title\":\"The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences.\",\"authors\":\"Zohre Mohamadi Zenouzagh\",\"doi\":\"10.1007/s10671-022-09318-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10671-022-09318-z.</p>\",\"PeriodicalId\":44841,\"journal\":{\"name\":\"Educational Research for Policy and Practice\",\"volume\":\"21 1\",\"pages\":\"465-488\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9510349/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research for Policy and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10671-022-09318-z\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/7/1 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research for Policy and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10671-022-09318-z","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/1 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences.
This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels.
Supplementary information: The online version contains supplementary material available at 10.1007/s10671-022-09318-z.
期刊介绍：
Educational Research for Policy and Practice, the official journal of the Asia-Pacific Educational Research Association, aims to improve education and educational research in Asia and the Pacific by promoting the dissemination of high quality research which addresses key issues in educational policy and practice. Therefore, priority will be given to research which has generated a substantive result of importance for educational policy and practice; to analyses of global forces, regional trends and national educational reforms; and to studies of key issues in teaching, learning and development - such as the challenges to be faced in learning to live together in what is the largest and most diverse region of the world. With a broad coverage of education in all sectors and levels of education, the Journal seeks to promote the contribution of educational research, both quantitative and qualitative, to system-wide reforms and policy making on the one hand, and to resolving specific problems facing teachers and learners at a particular level of education in the Asia-Pacific region on the other. Education systems worldwide face many common problems as global forces reshape our institutions and lives, while at the same time, the research and problems facing education in Asia and the Pacific reflect its rich cultural and scholarly traditions as well as specific economic and social realities. Educators and researchers can learn from significant investigations, reform programmes, evaluations and case studies of innovations in countries and cultures other than their own. One purpose of this Journal is to make such investigations within the Asian-Pacific region more widely known.
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