Abstract

Within the context of a shift away from summative graded lesson observations in England (O’Leary, 2016) and the move towards better teacher development through processes that include elements of peer observation, coaching and mentoring (Lofthouse, Leat, & Towler, 2010), video-enhanced lesson observation has attracted increasing attention as a focal point for the development of reflection and dialogue.
A growing body of literature recognises the affordances of video in education, especially in relation to lesson observation as part of teachers’ initial teacher education and continuing professional development. Developments in mobile technologies and video-enhanced observation software applications now allow direct insight into teaching practice with a view to encouraging professional learning and reflection (Mann et al., 2019).
This session will focus on specific case studies from a European research project exploring the use of video-enhanced lesson observation (Hidson, 2019). In addition, in order to further address the conference theme of digital futures, the presentation will conclude with insights into a current research project, recently awarded the Vice-Chancellor’s Teaching Fellowship Team Award for 2020-21. This new research will implement and explore the use of Video-Enhanced Dialogic Assessment in teacher education, an exciting future development by the International and Independent Distance Learning team here in the Faculty of Education and Society.