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Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development
Resource type
Journal Article
Author/contributor
- Liang, Jiwen (Author)
Title
Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development
Abstract
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publication
Journal of Education for Teaching: International Research and Pedagogy
Volume
41
Issue
3
Date
2015
Language
English
ISSN
0260-7476, 0260-7476
Loc. in Archive
1720065888; EJ1064338
Extra
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Citation
Liang, J. (2015). Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development. Journal of Education for Teaching: International Research and Pedagogy, 41(3). https://doi.org/10.1080/02607476.2015.1045314
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