Through the Lens of Teacher Professional Development Components: The "Dialogic Video Cycle" as an Innovative Program to Foster Classroom Dialogue

Autor/inn/en	Gröschner, Alexander; Seidel, Tina; Kiemer, Katharina; Pehmer, Ann-Kathrin
Titel	Through the Lens of Teacher Professional Development Components: The "Dialogic Video Cycle" as an Innovative Program to Foster Classroom Dialogue
Quelle	In: Professional Development in Education, 41 (2015) 4, S.729-756 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.939692
Schlagwörter	Faculty Development; Discussion (Teaching Technique); Teaching Methods; Intervention; Active Learning; Workshops; Teacher Participation; Transfer of Training; Reflection; Video Technology; Program Implementation; Teacher Attitudes; Program Effectiveness; Satisfaction; Professional Autonomy; Foreign Countries; Course Content; Teacher Collaboration; Time; Group Discussion; Scaffolding (Teaching Technique); Feedback (Response); Student Attitudes; Observation; Experimental Groups; Control Groups; Classroom Communication; Teacher Student Relationship; Interaction; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lernwerkstatt; Schulung; Training; Transfer; Ausbildung; Lehrerverhalten; Zufriedenheit; Berufsfreiheit; Ausland; Kursprogramm; Lehrerkooperation; Zeit; Gruppendiskussion; Schülerverhalten; Beobachtung; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Deutschland
Abstract	For developing professional development (PD) programs, research suggests referring to effective components. In developing a PD program on classroom dialogue, we explored to what extent effective components could be addressed. We conducted a study with two groups. In the "Dialogic Video Cycle" (DVC), six German teachers participated in a one-year intervention including effective components such as pedagogical focus, active learning, collective participation, coherence, transfer and reflection. Furthermore, four German teachers enrolled in a second, rather "traditional" program with single workshops. As an advanced collaborative element, this group met twice to exchange about their PD experiences (an advanced traditional program [ATP]). The DVC workshops as well as the ATP roundtables were videotaped. We investigated the extent to which the PD components were implemented. As we were further interested in teachers' perceptions, we also explored to what extent teachers were satisfied with their programs and how they perceived the learning environment. The findings show that two independent raters strongly agreed on the implementation of effective components in the DVC. Both programs differed regarding perceived teacher satisfaction (decrease in the ATP program) and autonomy support (increase in the DVC program). Consequences for further analysis on program effects and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01