TESOL Journal最新文献

1 INTRODUCTION

Research in the field of TESOL teacher preparation (TP) and supervisory practices is plentiful in the traditional face-to-face mode (Copland, 2012; Farr, 2011; Vásquez & Reppen, 2007) but further detail in required in order to more fully understand the affordances of the online mode. This research brief therefore focusses on the experiences of MA TESOL students and their TP tutors on their experiences of both online and in-person teaching and supervisory feedback practices as part of their 1-year MA TESOL programme at the University of Limerick, Ireland. Findings demonstrate positive evaluations of both online and face-to-face teaching and supervision, with some points of caution highlighted in order to maximise the value of both modes. For example, students' positive evaluations of face-to-face TP feedback included that the interactions were rich and personal, while the online mode provided for a calm, less face-threatening environment, with no negative evaluations of either mode. Tutors also had broadly similar positive evaluations for face-to-face and online feedback. They felt that giving TP feedback online and in person is similar, but supervising online is more difficult than face-to-face, mainly because the break out rooms cause issues for TP supervision, as tutors cannot be present in all rooms simultaneously. We therefore suggest recording break out room sessions and using them as evidence for a reflective activity for student teachers and their tutors to learn from. We also stress the importance of continuing reflective practice for MA student teachers and their supervision tutors concerning teaching and supervision in both modes in order to benefit from the complementary value of these modes and offer a well-rounded TP experience (please see supplementary video).

1 INTRODUCTION

In recent years, there have been growing numbers of studies across teacher education journals exploring the promising use of video as a tool for teacher learning. Gelfuso (2016) suggested that video use enables warranted assertability in collaborative reflection, providing an opportunity for evidence-based discussions among reflective practitioners. Studies examining video analysis in teaching practice have highlighted its benefits for helping teachers evaluate their teaching methods (Mann et al., 2019; McCoy & Lynam, 2021; Susoy, 2015; Tripp & Rich, 2012; Weber et al., 2018). Video use allows teachers to revisit their instructional practices, re-engaging with specific moments and incidents for enhanced learning and professional development.

This study investigated how Video Enhanced Observation (VEO) facilitates collaborative reflection among student teachers. Two collaborative reflection cycles were examined: Cycle 1 involved reviewing and commenting on video clips of other teachers' lessons, and Cycle 2 focused on reflecting on their own recorded teaching sessions. The findings emphasise the user-friendliness of VEO, enabling student teachers to effectively tag and comment on specific moments, thus shaping discussions. The study reveals promising positive outcomes, indicating that video-based reflective practices hold transformative potential in teacher education. Utilising digital video using VEO may foster professional growth, enhance teaching practices, and positively impact student learning outcomes. The approach promotes collective engagement, constructive dialogue, and ongoing improvements in educational communities. However, technical issues like connectivity problems and app glitches were identified as obstacles. Enhancements are still needed to ensure a seamless reflective process and this will be further explored in an ongoing study.