The power of pause: experienced and novice teachers developing dimensions of expertise through video collaboration software
Article / Journal
Author(s) / editor(s):
Emma Whewell
,
Helen Caldwell
,
Helen Tiplady
,
and Beth Garrett
Year: 2024
Language(s): English
Abstract:
The study examined UK initial teacher education using video collaboration software to record school-based and online teaching, employing ethnographic analysis of mentor–student dialogues. Findings show the tool fosters metacognition and peer-to-peer reflection: mentors and novices both develop reflective skills through dialogue about pedagogical decisions. The authors conclude that discourse-centered processes that keep agency with the teacher (not the mentor) enhance novices’ reflective abilities linked to teaching expertise.
https://doi.org/10.1080/1475939X.2025.2454452
Post created by: Virginia Signorini