The use of digital video offers interesting opportunities in teacher training, particularly thanks to the possibilities provided by video annotation, whereby people can add and share comments and opinions on the same videos, even from different places. This research study aims at examining teachers' perspectives on this technology, taking into account both their explicit evaluations and the emotional implications that might characterize their perception. Different methods of using video annotation for training are compared, one based on the individual use as a form of personal reflection, another supported by various types of tutorship. The data were collected and analysed through an explicit evaluation, an indirect evaluation and shared interpretations in a focus group. It is pointed out that to make this technology fully operational it is important to work on the cultural and psychosocial aspects that control the emotional conditions that arise when one’s teaching behaviour is observed and assessed.
|Titolo:||Teachers' perspectives on innovation: tutorship and videoannotation|
|Data di pubblicazione:||2012|
|Tipologia:||1.1 Articolo in rivista|