The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students’ scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students’ real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students’ utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students’ scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.
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Uit onderzoek blijkt de kwaliteit van de leraar voor de klas de meest belangrijke factor is op het leerresultaat van leerlingen.Leraarschap is een professie en net als andere professionals moeten leraren hun vak bijhouden en constant hun eigen handelen evalueren en verbeteren. Soms gaat dat vanzelf, bijvoorbeeld bij beginnende leraren. Om te overleven, zijn zij gedwongen heel snel te leren en zich verder te ontwikkelen. Maar meer ervaren leraren hebben inmiddels allerlei routines opgebouwd en missen vaak wat Koffeman (2011) noemt de 'noodzaak tot leren'. Het proefschrift beschrijft mogelijkheden om de professionalisering van leraren te stimuleren door middel van reflectiegesprekken met collega's en het gebruik van videofeedback. Het proefschrift betreft een ontwerponderzoek met als doel: op onderzoek gebaseerde oplossingen te ontwikkelen voor complexe problemen uit de onderwijspraktijk en tevens bij te dragen aan wetenschappelijke theorievorming, door het bestuderen van de onderliggende ontwerpprincipes. Samen met een school voor voortgezet onderwijs is een concreet programma ontworpen dat meer informele vormen van leren op de werkplek tussen leraren stimuleert. Door het ontwerpproces en de uitkomsten stap voor stap te beschrijven, levert dit onderzoek niet alleen een kant-en-klaar professionaliseringsprogramma dat andere scholen kunnen gaan gebruiken, maar levert het vooral ook bouwstenen op in de vorm van ontwerpprincipes en kennis over hoe en onder welke voorwaarden deze in de school kunnen werken. Met deze bouwstenen worden ook andere scholen in staat gesteld om het programma aan te passen aan de context van de eigen school.
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Our research aims to formulate design guidelines for stimulating teachers' professional development using video feedback in collaborative settings. The study investigates guidelines concerning video feedback in peer coaching settings and focuses on a setting with three roles (of trainee, coach and observer), (c) coach training, (d) ownership of learning goals and (e) focus on outcomes in classroom. A scheme was developed consisting of six coach training sessions and of peer reciprocal coaching in subgroups with video feedback of classroom performances. Within these subgroups three teachers took turns in different roles: as trainee, as coach and as observer of the coaching dialogue. The study explores the coach's roles that are beneficial for the learning process of their peers and seeks to understand how watching video records of own practice supports teachers to examine their own professional behaviour in new ways. Data for this study includes videotaped and transcribed subgroup dialogues and, for triangulation, data from learning reports, audio tapes and observational notes of the training sessions, questionnaires, and in-depth semi-structured interviews with all participants. Coaching in a setting with three well defined roles (trainee, coach, observant) proved valuable. The coach role was very important for the depth of the reflection process. Non-directive coaching skills created necessary safety and space for learning, but more directive coaching skills such as 'Continue to ask questions' were necessary to deepen the reflection process from more descriptive and perceptive reflections to more receptive, interactive and critical reflections. In the dialogues the participants reflect on practice, on context, on values, and on improvements. Working with (peer) observers of the coaching dialogs improved performance and forced the group to take their roles more seriously. Essential for the scheme to work is a high degree of equality between participants.
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Meetings with other professionals are considered crucial for enhancing the quality of teachers' reflections. However, little is yet known about how any beneficial effects of such meetings are brought about. This study explores the peer coach's roles and their influences on the learning processes of their peers and seeks to understand how watching video records of own practice, supports teachers to examine their own professional behaviour in new ways. Within subgroups three teachers took turns in different roles: as trainee, as coach and as observer of the coaching dialogue. They used video recordings of the interactions in their classrooms as feedback. Data for this study included videotaped and transcribed group dialogues and, for triangulation, data from learning reports, questionnaires, and in-depth semi-structured interviews with all participants. Coaching promoted broadening the scope of their reflections. Teachers often started just describing work situations with technical reflections on 'how to'. Non-directive coaching skills created necessary safety and space for learning, but video feedback and more directive coaching skills such as 'Continue to ask questions' were necessary to deepen the reflection process and to relate reflections with analysis of feelings, perspectives of other actors, and with political notions concerning social, moral and political issues. Peer coaching with video feedback affords positive impact to those who coach in addition to those who receive the coaching. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.
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The artcle describes the outcomes of a pilot study on professional development of teachers. The project was initiated by the school management. Nine teachers volunteered to work on their professional development in a programme consisting of: meetings discussing on relevant teacher topics meetings discussing video fragments of own performances meetings exploring ways to coach each other and how to use videotapes for feedback peer-coaching-sessions in small groups. Within these groups three teachers took turns in different roles: trainee, coach and observer. Aims of the study are: to develop a coaching programme, to describe extensively the process and the outcomes in order to identify the main factors influencing the learning processes of teachers in peer coaching settings with video feedback.
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In dit hoofdstuk wordt een werkwijze beschreven waar School Video Interactie Begeleiding en het Biografisch Interview bij de coaching van leerkrachten nauw op elkaar aansluiten.
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As a result of the changing notions of work schools are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. This paper presents the result of a study about effects of teachers training on career dialogue promoting career competency development in students. For the quantitative part of the study, a quasi experimental research design is used to measure effects among 2500 students. Video-recordings of conversations are used for qualitative research. The results show only when the off-the-job training is followed by on-the-job coaching, the professionalizing proves to be effective on student level: students notice that the guidance conversations are more appreciative, reflective and activating and are about self image development, work and career actions. Also the observation on guidance conversations show that the conversations are more career related.
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Voor professioneel leren is inzicht in eigen gedrag voorwaardelijk. Vormen van coaching waarbij naar eigen gedrag wordt gekeken (via video-opnames) kunnen bijdragen aan professioneel leren. In samenwerking tussen een lerarenopleiding en een opleidingsschool in het voortgezet onderwijs is een meerjarig ontwerponderzoek uitgevoerd naar ontwerpprincipes voor coachprogramma's voor leraren.
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The work book 'Curious Minds Muziekeducatie' is aimed at Dutch primary school teachers. The book is used by teachers who participate in a coaching trajectory based on Video Interaction Coaching. The trajectory is part of PhD research into the effects of coaching teachers in music lessons aimed at creativity development in primary school students. Children love to explore in music settings and by nature have curious minds. Via video coaching, school teachers can further develop their pedagogical and didactical skills to enhance the creative music talent of their students. They can learn to observe and recognise the talented behaviour their students show in music lessons and learn to respond to it appropriately. Furthermore they can learn to elicit these special and teacheable moments. These moments can be described as moments in which the interaction between the teacher and the students is on an optimal level and students are involved in the situated construction of musical knowledge and insight.The coaching is part of PhD research within the department of Developmental Psychology of University of Groningen, and of the research programme of the research group Art Education of Hanze University of Applied Sciences, Groningen. The research is also linked to the Curious Minds research programme of the School of Education of Hanze University of Applied Sciences.
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This design study aimed to develop and test a coherent set of guidelines for teacher professional development. Based on literature we settled for five main principles, and translated these into guidelines for a teacher professional development program. To realize (1) feedback on classroom practice we incorporated video observation. The program was built around (2) collaborative professional learning within reciprocal peer coaching, with (3) teachers as inquirer focusing on student outcomes, (4) teachers' ownership of own learning goals, and (5) training for professional learning. The program was developed and executed in two groups. All complementary guidelines appeared useful. Teachers need time to develop coaching skills, and find inquiring difficult. Video feedback stimulates teacher learning, especially when embedded in coaching. The program helped participants in learning through interaction and reflection focusing on classroom practice. While the voluntary group evaluated the program more positive, the non voluntary group showed more change.
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