Ellis et al 2015 Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool
Ellis, J., McFadden, J., Anwar, T., & Roehrig, G. (2015). Investigating the social interactions of beginning teachers using a video annotation tool. Contemporary Issues in Technology and Teacher Education, 15(3), 404-421.
Summary: The purpose of this study was to understand the how secondary beginning teachers in math and science engaged in conversation around video artifacts during their induction. The induction experience was a master’s level course. It required the teachers to video record, annotate their videos, and comment on others’ videos. The study found that the teachers used five different kinds of social interactions to provide feedback to their peers’. Those kinds of feedback included: (1) praising and/or agreeing (2) making suggestions, (3) posing questions, (4) making connections, and (5) summarizing. The study found that without scaffolded support, the beginning teachers leaned towards praising and agreement, which was not as effective in helping their peers grow. They argue that scaffolds are need to help beginning teachers deepen their reflective practices.