Videokluby jako forma profesního vzdělávání učitelů: otevřenost komunikace z pohledu učitelů
| Title in English | Videoclubs as a form of professional development: How open is the communication from the teachers’ perspective |
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| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Web | http://pages.pedf.cuni.cz/pedagogika/?attachment_id=11540&edmc=11540 |
| Doi | http://dx.doi.org/10.14712/23362189.2016.351 |
| Field | Pedagogy and education |
| Keywords | videoclubs; teachers’ professional development; professional learning community; video in teacher education |
| Description | The study focuses on videoclubs as a form of intensive teacher education programme. The theoretical part discusses professional learning communities and the use of video in teacher education. Following this, our realization of videoclubs for teachers of English as a foreign language at basic schools is introduced. This study aims to investigate videoclub participants’ experience with this form of teacher education, focussing especially on their views on how open and critical the communication in videoclubs was. 11 teachers of English as a foreign language took part in our study, working in three stable groups. The data included transcripts of semistructured interviews with individual participants, transcripts of the last videoclub meetings where teachers had a chance to provide facilitators with feedback, and e-mail feedback that the teachers sent in after each videoclub meeting. Thematic analysis was used to fulfil the research aims. The results suggest that even though the teachers described the atmosphere in videoclubs as pleasant and open, they felt the lack of criticism and the presence of diplomacy and correctness among colleagues. Their views on criticism diff ered, however. Some of them missed it whilst others did not perceive it as an important part of videoclubs as each teacher has their own approach and criticising is not desirable. That could, nevertheless, be a sign of pseudocommunity and of conflict avoidance rather than of critical colleagueship that is a desirable quality of professional learning communities. This opens a question of how designers and facilitators of similar teacher education programmes could promote open communication and critical colleagueship. |
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