Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives
Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives
Verbal data from think-aloud is uniquely unobtrusive and non-reactive. It can therefore generate real-time insight into how expert teachers think. Our paper analyses data from two video-stimulated retrospective think-aloud approaches. The first approach used videos of others’ teaching as stimuli for participating teachers’ think-aloud. The second approach involved the teachers’ own-perspective videos, overlaid with the teachers’ own gaze patterns that were simultaneously recorded. In all, the study sets out to investigate how these two approaches differ with regard to their respective potential for uncovering expert teacher cognition. Others’ videos elicited more think-aloud responses than gaze-cued own-perspective videos, especially the operational aspects of classroom teaching. Interaction analysis revealed expert–novice differences to vanish when only think-aloud responses to gaze-cued own-perspective videos were considered. Classroom relationships might be integral for any teacher’s navigation of classroom instruction, regardless of expertise.
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Draycott,
6b9c4865-e491-4e90-989b-88f7f0022958
Wolff,
628aeb86-0435-42cc-bd72-353d015097dc
9 June 2022
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Draycott,
6b9c4865-e491-4e90-989b-88f7f0022958
Wolff,
628aeb86-0435-42cc-bd72-353d015097dc
McIntyre, Nora, Draycott, and Wolff,
(2022)
Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives.
Learning and Instruction, 80, [101563].
(doi:10.1016/j.learninstruc.2021.101563).
Abstract
Verbal data from think-aloud is uniquely unobtrusive and non-reactive. It can therefore generate real-time insight into how expert teachers think. Our paper analyses data from two video-stimulated retrospective think-aloud approaches. The first approach used videos of others’ teaching as stimuli for participating teachers’ think-aloud. The second approach involved the teachers’ own-perspective videos, overlaid with the teachers’ own gaze patterns that were simultaneously recorded. In all, the study sets out to investigate how these two approaches differ with regard to their respective potential for uncovering expert teacher cognition. Others’ videos elicited more think-aloud responses than gaze-cued own-perspective videos, especially the operational aspects of classroom teaching. Interaction analysis revealed expert–novice differences to vanish when only think-aloud responses to gaze-cued own-perspective videos were considered. Classroom relationships might be integral for any teacher’s navigation of classroom instruction, regardless of expertise.
Text
Final_JLI_TA_with_ET_video_perspectives_paper
- Accepted Manuscript
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Accepted/In Press date: 8 November 2021
e-pub ahead of print date: 10 December 2021
Published date: 9 June 2022
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Local EPrints ID: 452176
URI: http://eprints.soton.ac.uk/id/eprint/452176
ISSN: 0959-4752
PURE UUID: c6213456-45ca-4763-8aaa-3df41158241d
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Date deposited: 29 Nov 2021 17:30
Last modified: 17 Mar 2024 06:56
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Author:
Draycott
Author:
Wolff
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