The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback

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Çelik S., Baran E., Sert O.

INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING, cilt.10, sa.2, ss.36-49, 2018 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 2
  • Basım Tarihi: 2018
  • Doi Numarası: 10.4018/ijmbl.2018040104
  • Dergi Adı: INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.36-49
  • Anahtar Kelimeler: EFL, In-Service Training, Mobile Apps, Peer-Feedback, Peer Observation, Self-Reflection
  • TED Üniversitesi Adresli: Evet

Özet

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.