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Conference Paper: Improving classroom dialogue: An analytics-supported, video-based teacher professional development approach

TitleImproving classroom dialogue: An analytics-supported, video-based teacher professional development approach
Authors
Chen, GaoweiCheng, Anthony K.L.Chan, Carol K.K.
Issue Date2020
Citation
Computer Supported Collaborative Learning Conference Cscl, 2020, v. 4, p. 2383-2384 How to Cite?
AbstractThis paper reports on an ongoing investigation of a video-based teacher professional development (TPD) approach enriched by visual learning analytics in teacher education, using a Classroom-Discourse-Analyser platform to help teacher educators engage in evidence-based reflections and online interaction with peers and facilitators. The study aimed to investigate the design, impact and processes of the online TPD approach for changing teacher educators' and student teachers' understanding and practice of classroom dialogue. Positive findings and design implications of analytic-video based TPD are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/367255
ISSN
1573-4552
2020 SCImago Journal Rankings: 0.191

 

DC FieldValueLanguage
dc.contributor.authorChen, Gaowei-
dc.contributor.authorCheng, Anthony K.L.-
dc.contributor.authorChan, Carol K.K.-
dc.date.accessioned2025-12-08T02:07:19Z-
dc.date.available2025-12-08T02:07:19Z-
dc.date.issued2020-
dc.identifier.citationComputer Supported Collaborative Learning Conference Cscl, 2020, v. 4, p. 2383-2384-
dc.identifier.issn1573-4552-
dc.identifier.urihttp://hdl.handle.net/10722/367255-
dc.description.abstractThis paper reports on an ongoing investigation of a video-based teacher professional development (TPD) approach enriched by visual learning analytics in teacher education, using a Classroom-Discourse-Analyser platform to help teacher educators engage in evidence-based reflections and online interaction with peers and facilitators. The study aimed to investigate the design, impact and processes of the online TPD approach for changing teacher educators' and student teachers' understanding and practice of classroom dialogue. Positive findings and design implications of analytic-video based TPD are discussed.-
dc.languageeng-
dc.relation.ispartofComputer Supported Collaborative Learning Conference Cscl-
dc.titleImproving classroom dialogue: An analytics-supported, video-based teacher professional development approach-
dc.typeConference_Paper-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-85102872918-
dc.identifier.volume4-
dc.identifier.spage2383-
dc.identifier.epage2384-

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