Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education
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| Year of publication | 2016 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | ŠVAŘÍČEK, Roman. Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education. In Assunçāo Flores, Maria; Al Barwani, Thuwayba. Redefining Teacher Education for the Post-2015 Era. Global Challenges and Best Practices. 1st ed. New York: Nova Science Publishers, 2016, p. 233-254. Teacher. ISBN 978-1-63484-495-6. |
| Description | The aim of this study is to describe a change of teacher feedback as an effect of a teacher’s participation in a development program that was a part of an action research project. The chapter is based on data from my research projects focused on introducing dialogical methods (in particular, feedback) into the teaching of humanities classes at lower secondary schools, and it shows that teachers take three steps to improve their feedback: asking appropriate open questions of high cognitive demand, providing support (scaffolding), and using a lesson aim as an important limit in a discussion with students. Based on a change of teacher feedback in the process of participative action research, we propose a new model capturing the process of teacher change. In this model, a video recording becomes the key to establishing a trustworthy teacher-researcher relationship. |
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