Publication details

Videoclubs: EFL teachers’ selective attention before and after



Year of publication 2015
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Description The use of video to support both pre-service and in-service teachers in developing their professional knowledge, vision and action has been given a lot of attention recently, especially in the area of mathematics and science education. However, teachers of English as a foreign language (EFL) have been neglected in this respect so far. This paper aims to fill this gap by presenting research on the use of videoclubs (cp. van Es & Sherin, 2006) to foster EFL teachers‘ professional vision. 11 practising EFL teachers divided into 3 groups participated in videoclubs for an academic year, analyzing video sequences mainly from their own classrooms, studying theoretical materials, and collaboratively designing activities. Data from the pre- and post-videoclub interview (teachers commenting on a video sequence from an unknown teacher’s class) were analyzed in terms of: (a) what topics they address and how they elaborate on them (selective attention), and (b) what cognitive processes are evident in their comments (as indication of the knowledge-based reasoning). The analysis will shed light on the use of videoclubs to support EFL teachers‘ professional development as well as on the nature of their professional vision.
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