Enhancing the rigour of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I use the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating peer observation programmes in higher education contexts. I argue that the aim of academic development and of the scholarship of teaching and learning are essentially the same, which is, to create better conditions for student and teacher learning. Thus, for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching

Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning

© 2015 Taylor & Francis. Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research examines how the written artefact of a running commentary guides or constrains the pedagogical conversation between tutor and student teachers, as well as how it represents the power and authority of the tutor and the teacher education establishment. The article concludes with implications for pre-service teacher education practice

Trainer talk in post-observation feedback sessions: An exploration of scaffolding

© 2014 Taylor & Francis. Learning takes place in a particular social context and in interaction with others. One of the tools of mediation between the learner and the subject to be learned is talk. In a teacher training context, it is through the use of particular talk that trainers can guide and scaffold their trainees towards learning, and the basic premise is that thinking and higher cognitive development occur through social interaction. At the same time, the talk must be studied in its very specific educational and cultural context. It is challenging to describe and evaluate scaffolding since there are many dimensions of the teaching and learning context which influence the success of the scaffolding process. This research paper reports on a study which analysed the talk between trainer and trainee in a post-observation feedback conference. Using Maybin, Mercer, and Stierer’s six features of scaffolding as a basic framework, the author describes two excerpts from two feedback sessions. The talk is deconstructed with reference to the context in order to describe what scaffolding looks like in a particular pre-service teacher training context

Macro-scaffolding: Contextual support for teacher learning

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macroscaffolding. This paper reports on research carried out in a pre-service English teacher training context which explored macro-scaffolding. Findings suggest that support at the macro-level includes the shared understanding of accepted practices of the training context in terms of what is considered \u27good\u27 teaching and the conventions of feedback. One conclusion from this study is that there is a need to recognize and explicitly discuss these norms and practices in order to support the micro-scaffolding at the interactional level

Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions

The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees. © 2013 Copyright Association for Teacher Education in Europe

Trainer talk: Levels of intervention

This article aims to present examples of trainer talk that scaffold trainee teachers\u27 understanding of teaching in a post-observation feedback session. Previous research into scaffolding in a teacher training context describes scaffolding at a technique or strategy level, without describing how, in linguistic terms, the trainer can support and guide the construction of teaching knowledge. Data from this research into talk with trainees in post-observation feedback sessions suggest that there are various levels of trainer scaffolding which may vary from moment to moment in the interaction between trainer and trainee. The article concludes that it is necessary to be aware of specific talk which can scaffold at these levels, and the author offers a possible framework for scaffolding talk. © The Author 2012

Extending the flipped classroom model: Developing second language writing skills through student-created digital videos

This paper describes a project that aimed to leverage the students\u27 interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the trustworthiness of a peer- produced video tutorial

Motivation of Emirati males and females to study at higher education in the United Arab Emirates

his article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates. The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognized the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. SDT was chosen due to its focus on different types of extrinsic motivation, and PI theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic vs. extrinsic, collectivist vs. individualistic, self as individual vs. self as part of society are over simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying

Instructional videos as part of a \u27flipped\u27 approach in academic writing

This paper reports on a project in which students watched short instructional videos on aspects of academic writing as part of a \u27flipped classroom\u27 approach at an English-medium university in the United Arab Emirates. The authors present the video tutorial project in the context of the flipped classroom, and evaluate student satisfaction with the video input. The findings suggest that although most students liked watching the videos at home, and found the input easy to understand, they still felt the need for teacher explanations. One conclusion from this study is that students are not yet ready for a complete flipped classroom in which all the input is given through the video. In this context, a mix of video input and teacher explanation is more appropriate

Flipping the classroom in an academic writing course

This article describes a series of video lessons the authors prepared using the iPad application Educreations to teach elements of the academic essay in an English-medium university in the United Arab Emirates. The authors give a brief introduction to the topic, a rationale for flipping the classroom, and provide a step-by-step account of how the academic writing course progressed