Loo, Sai;
(2013)
Professional development of teachers: Using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices.
Teacher Development
, 17
(4)
pp. 499-517.
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Abstract
Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper (Department for Education 2010) in England and the necessity to optimize teaching resources due to the current global recession have prompted a re-assessment of recording technologies to pedagogic practices. In this article, the application of digital technology to analyse teaching practices may be classified into four approaches using: pedagogic theories of learning, reflective approach, ‘technical’ aspects of the digital technology, and multimodality framework. This article offers a socio-cultural framework of multimodality and reflective peer review to analyse teaching practices of and by qualified teachers. The findings of this article include: a structured approach of analysing the multi-modes of pedagogic practices, and a collaborative and supportive peer review of post teaching sessions. These findings have implications for teachers’ continuous professional development, teacher education, teaching institutions and policy-makers.
| Type: | Article |
|---|---|
| Title: | Professional development of teachers: Using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | The findings of this article were based on a one-year project, which was funded by the Work-Based Learning for Education Professionals Centre, based at the Institute of Education, University of London. |
| Keywords: | Multimodality, Reflective peer review, digital technology, Continuing professional development (CPE), Pedagogy, Post-Compulsory, Education |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10018241 |
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