Comparing Lesson Transcriptions
Posted in Business on September 3rd, 2010 by admin – Be the first to commentThe discussion revealed that this was the first time in 10 years of study, Ti was a videotape of one of its lessons. Video-recording of lessons, of course, frequently used strategy in teacher training institutions, but allows teachers to see themselves in the role of teaching was seen as stressful and even self-confrontation (Wallace 1981) and Ti rather want to see her own learning with the use of video. However, as we have discussed the episode, it became clear that stress was not the only factor in the interactive solutions of TI’s decision, because she told me that we saw in the video was that it always. (Http: / / www.mythomassabo.net) Wallace (ibid.) also argues that for effective analysis of video depends on the fact that the analysis refers to the trainee’s own ideas and attitudes. After my first interview with Ti after the submission of her video, it was clear that there is no introspection on the part of teachers who made a further discussion on self-improvement is difficult. I felt that the video tutorial associated with the name of the feedback was not enough to raise consciousness on the part of the subject, and to promote changes in classroom practice is the teacher.
Meanwhile, another participant of the course (Ta), presented his video lesson. T2 as local primary school English teacher, but from a different school with Ti. As I watched him a lesson, I realized that it covers exactly the same coursebook and content of the question (of habit and “every day”), and Ti in his lesson, however, are strikingly different in terms of observable linguistic features such as the use of more referential questions and more student participation. It was clear that Ti and Ta lessons were different, mainly because of the class of the language employed by two teachers. With the permission of Tz, I’m the broadcast of the lesson and presented it to the Ti.
By focusing exclusively on the “architecture of interaction of two broadcast lessons (Seed House 2004) I managed to divert attention from the video recording so that Ti is now concentrating on what they say and not what is happening in the classroom. Kosh (1999), argued that the majority of CCTV, as a rule, more weight, put on the teaching observed, but, relying on the record, and not, interactional data in two lessons took more attention. (Http: / / www.fashionthomassabo.com/bracelets-c- 4.html) It was successful as Ti later pointed to the possibility to oppose their transcription lesson from the transcription of another teacher for a lesson on the same subject as the most powerful incentive for self-improvement. Ti transcription saw as a valuable way to celebrate the differences that may exist in such learning context.
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