Discussing digital technology in teaching and learning settings, Video Enhanced Observation for Language Teaching explains how it can be used to tag, analyze and evaluate talk and use it as the basis for reflection and professional development.
Guiding readers through these processes, this book focusses on the Video Enhanced Observation (VEO) system. Beginning with a discussion of how it was designed and built by language teaching professionals, contributors use VEO to illustrate the advantages and opportunities of digital observation technologies for teachers, explaining its use and how it can be adapted it to their own professional practice. With detailed case studies tracing how teachers in many different settings have used this system for recording, evaluating and reflecting on lessons, this book provides clear research evidence of the development of many education professionals from around the world.
Written by experts in applied linguistics, education and educational technology, Video Enhanced Observation for Language Teaching explains the principles and procedures involved with using digital observation technologies in teaching, enabling other professionals to integrate these technologies into their own environment and practice.
Recenzijos
This book is undeniably beneficial for different groups of readers who show interest in CALL in general and VEO in particular ... The book provides the framework and evidence-based analysis of the case studies to foster teacher reflection and professional development in using VEO to explore classroom talk and interaction. * CALL-EJ: Computer-Assisted Language Learning Electronic Journal * This volume is a timely contribution to the fields of teacher education, educational technology, and applied linguistics. The book successfully shows the uniqueness of each context and the importance of digitalization in teacher education based on the curriculum and the needs of both teachers and learners. * Language Learning & Technology * Video Enhanced Observation has proven invaluable to our preservice teachers. VEO tag sessions give preservice teachers a common language to discuss practice. It empowers them to experiment with different ways of approaching instruction. Most importantly, VEO makes learning to teach a public, collaborative endeavor that happens in a community of practice. * Stephanie Mahfood, Ph.D, Associate Professor, Department of Teacher Education, Webster University, USA * The most important quality of a good teacher is to be a reflective one. Ive been using VEO for years in my own research as well as to train pre-service teachers. This book is absolutely timely and will be an invaluable resource for teacher educators and researchers alike. * Kelly Arispe, Associate Professor of Spanish, Boise State University, USA *
Daugiau informacijos
Using the Video Enhanced Observation system as a case study, this book explores the principles, procedures and benefits of using digital observation technologies in language teaching settings.
Lists of Illustrations
Notes on Contributors
Note on Text
Acknowledgements
List of Abbreviations
Part I: Background to Video Enhanced Observation
1. Introduction, Paul Seedhouse (Newcastle University, UK)
2. Using Digital Video for Teacher Development: The Research Context, Sandra
Morales (Newcastle University, UK)
3. From Teaching To Learning: The Development of the VEO App, Paul Miller
(VEO Group, UK) and Jon Haines (Newcastle University, UK)
4. Using VEO A Practical Guide, Paul Miller (VEO Group, UK) and Jon Haines
(Newcastle University, UK)
Part II: Video Enhanced Observation in Practice: Case Studies
5. Integrating VEO in Foreign Language Teacher Education in Germany, Götz
Schwab and Mareike Oesterle (University of Education Ludwigsburg, Germany)
6. VEO as Reflective Practice in Primary Teacher Education Programmes in
Finland, Minna Körkkö, Outi Kyrö-Ämmälä and Tuija Turunen (University of
Lapland, Finland)
7. VEO-integrated IMDAT in Pre-service Language Teacher Education: A Focus
on Change in Teacher Questioning Practices, Merve Bozbiyik (Middle East
Technical University, Turkey), Olcay Sert (Mälardalen University, Sweden) and
Kadriye Dilek Bacanak (Gazi University, Turkey)
8. Integrating the Video Enhance Observation (VEO) App in Peer Observation
Feedback Interaction, Jaume Batlle (University of Barcelona, Spain) and Paul
Seedhouse (Newcastle University, UK)
9. Improving Discipline and Classroom Management Using VEO in a Turkish
University Context, Saziye Tasdemir and Paul Seedhouse (Newcastle University,
UK)
10. Video-enhanced Lesson Observation: Moving from Performance Management to
Continuous Teacher Development, Elizabeth Hidson (Sunderland University, UK)
11. SETTVEO: Evidence-based Reflective Practice and Professional
Development, Steve Walsh (Newcastle University, UK)
12. Changing Error Correction Practice Over Three Lessons Using an
Individualised VEO Tagset on a Teacher Training Course, Paul Seedhouse and
Alison Whelan (Newcastle University, UK)
13. A Practical Framework for Integrating Digital Video and Video Enhance
Observation into Continuing Professional Development, Paul Seedhouse, Paul
Miller and Jon Haines (Newcastle University, UK)
14. Researching Using the VEO App, Paul Seedhouse, Paul Miller and Jon
Haines (Newcastle University, UK)
References
Index
Paul Seedhouse is Professor of Educational and Applied Linguistics and Director of ilab:learn in the School of Education, Communication and Language Sciences, Newcastle University, UK.
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