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The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback
TED University, Ankara, Turkey.
Iowa State University, Ames, USA.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
2018 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 10, no 2, p. 36-49Article in journal (Refereed) Published
Abstract [en]

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

Place, publisher, year, edition, pages
IGI Global, 2018. Vol. 10, no 2, p. 36-49
National Category
Educational Sciences Didactics Pedagogy Interaction Technologies
Research subject
Didactics; Innovation and Design
Identifiers
URN: urn:nbn:se:mdh:diva-38867DOI: 10.4018/IJMBL.2018040104OAI: oai:DiVA.org:mdh-38867DiVA, id: diva2:1192197
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-27Bibliographically approved

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Publisher's full texthttps://doi.org/10.4018/IJMBL.2018040104

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Sert, Olcay

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