Northampton Electronic Collection of Theses and Research

The power of pause: experienced and novice teachers developing dimensions of expertise through video collaboration software

Whewell, E., Tiplady, H., Caldwell, H. and Garrett, B. (2025) The power of pause: experienced and novice teachers developing dimensions of expertise through video collaboration software. Technology, Pedagogy and Education. , pp. 1-18. 1475-939X.

[A][B][+][-]
20432:62065
[thumbnail of Whewell_et_al_The_power_of_pause_experienced_and_novice_teachers_developing_dimensions_of_expertise_through_video_collaboration_software_2024]
Whewell_et_al_The_power_of_pause_experienced_and_novice_teachers_developing_dimensions_of_expertise_through_video_collaboration_software_2024
Whewell_et_al_The_power_of_pause_experienced_and_novice_teachers_developing_dimensions_of_expertise_through_video_collaboration_software_2024.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.
Information
Abstract:
This paper analyses interactions between initial teacher education (ITE) students and teacher educators in a UK university, when reflecting upon teaching behaviours. It aimed to trial the use of video collaboration software for enabling reflective practice, to support experienced teachers' mentoring skills and novice teachers’ reflective skills. The software provided an opportunity to record behaviour and interactions in school-based and online teaching sessions. Employing an ethnographic methodology, this study analysed professional dialogues between mentors and ITE students to explore the role of the video collaboration software for mentoring and reflection. It supports the vision that mentoring is a process of collaborative self-development. It also found that video collaboration software builds metacognition around teaching expertise in a peer-to-peer scenario. Through this process, mentors gained reflective skills and benefitted from the dialogue around pedagogical decisions as much as the novices. The study concludes that a process of discourse and dialogue where the agency is held with the teacher rather than the mentor improves novice teachers’ reflective skills associated with dimensions of expertise.
Additional Information:
The authors would like to thank IRIS Connect for their support in this study
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Whewell, E., Tiplady, H., Caldwell, H. and Garrett, B.
Faculties, Divisions and Institutes:
?? ASSCI ??
Research Centres > Centre for Physical Activity and Life Sciences
Faculties > Faculty of Education & Humanities > Initial Teacher Education
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
11 February 2025
Date Type:
Publication
Page Range:
pp. 1-18
Journal or Publication Title:
Technology, Pedagogy and Education
Number of Pages:
18
Language:
English
ISSN:
1475-939X
Status:
Published / Disseminated
Refereed:
Yes
Edit Item