The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback

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dc.contributor.author Celik, Sercan
dc.contributor.author Baran, Evrim
dc.contributor.author Sert, Olcay
dc.date.accessioned 2019-06-27T14:01:39Z
dc.date.available 2019-06-27T14:01:39Z
dc.date.issued 2018
dc.identifier.issn 1941-8647
dc.identifier.issn 1941-8655
dc.identifier.uri https://doi.org/10.4018/IJMBL.2018040104
dc.identifier.uri http://hdl.handle.net/10.4018/IJMBL.2018040104
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.publisher IGI GLOBAL, 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA en_US
dc.subject Education & Educational Research en_US
dc.title The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback en_US
dc.type Article en_US
dc.identifier.slug 36
dc.relation.journal International Journal of Mobile and Blended Learning (IJMBL)
dc.identifier.issue 2
dc.identifier.endpage 49
dc.identifier.volume 10

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