Using Video in Teacher - Teacher Feedback: Developing Professional Knowledge from Peer Observation
Wednesday, 01 September 2010

Summary

This study explored how teachers give other teachers post-observational feedback using video-recordings of their classroom practices. Adopting an interactional perspective it was investigated how two pairs of teachers co-constructed accounts of what went on in video-recorded classes. The focus was on the teachers’‘face-work’ (Goffman 1967): their ways of sustaining a positive image of themselves and each other while giving and receiving potentially facethreatening feedback. The analysis shows how two different models for peer feedback using video-recordings produced different kinds of feedback. In the simultaneous model watching the video-recording and co-constructing an account of what went on unfolded at the same time and at the same place, with the teachers being co-present. In the successive model watching and discussing classroom practice were temporally and spatially separated activities, with the teachers only being jointly involved in the discussion. The successive model produced a more face-threatening account than the simultaneous model as different levels of generalization were achieved. The simultaneous model produced accounts about specific teachers and students and their attributes within the observed lesson. The successive model produced accounts about specific teachers and students and their attributes in the classroom and beyond. It is concluded that if teachers’ professional development is defined as the co-construction of knowledge which is firmly grounded in but also goes beyond the specificities of observed classroom practices a combination of the two feedback models is probably most effective.