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ERIC Number: EJ1021705
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1366-4530
Professional Development of Teachers: Using Multimodality and Reflective Peer Review Approaches to Analyse Digitally Recorded Teaching Practices
Loo, Sai Y.
Teacher Development, v17 n4 p499-517 2013
Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper in England and the need to optimise teaching resources due to the current global recession have prompted a re-assessment of recording technologies in 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, a reflective approach, "technical" aspects of the digital technology, and a 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 to 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A