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

• Published in: Teacher development Vol. 25; no. 4; pp. 393 - 410
• Main Authors: Vrikki, Maria, Warwick, Paul, Rødnes, Kari Anne
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 08.08.2021; Taylor & Francis Ltd
• Subjects: Attention; Cognitive Processes; Collaboration; collaborative reflection; dialogic pedagogy; Educational Technology; Electronic Publishing; Faculty Development; Foreign Countries; Pedagogy; R&D; Reflection; Reflective teaching; Research & development; Research and Development; Research Methodology; Secondary School Teachers; Teacher Collaboration; Teacher Improvement; Teacher noticing; Teachers; Teaching Methods; Technology Uses in Education; Video Technology; video-based reflection; Web Sites; United Kingdom (England)
• ISSN: 1366-4530; 1747-5120
• DOI: 10.1080/13664530.2021.1939769

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.