L cutrim schmid_euline_eurocall_teacher_education_sig[1]

Video-Stimulated Reflective Dialogues in Second Language Teacher Education Research Euline Cutrim Schmid University of Education Heidelberg, Germany [email_address]

Background and Motivation for the Study ,[object Object],[object Object],[object Object],[object Object]

Socio-Cognitive Approach to CALL ,[object Object],[object Object]

Research Questions ,[object Object],[object Object]

Research Project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Research Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Research Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Data Analysis ,[object Object],[object Object],[object Object],[object Object]

Data Analysis ,[object Object],“ I do it the classical way, just using the whiteboard as a blackboard, drawing everything that I usually draw on the blackboard on the whiteboard. But here again… I could just put the words and pictures and let them match them together to figure out: what does the English word mean? Or which picture fits to the word ‘knight’ or ‘sword’? Or whatever… the words they don't know... Everything I do with lots of talking, I could easily show with pictures and you could use the whiteboard ."

Data Analysis ,[object Object],[object Object],[object Object],“ Actually I feel like a pupil right now, because I'm watching this class and I'm just a pupil. I'm already bored. It's too much time. And I have the idea that they could have also followed all these movements if I had given them a piece of paper on which they could have drawn the lines and written onto the dates and the keywords like the people that move from one place to the other.” “ And it's... a little bit sad, I have to say to see myself teaching this way, because when I planned the lesson I thought there is a lot of change in it, but when I watch it, it's not, it's just that I feel: ok it's teacher-centred and ... there is a change of media but not a change of social form. So every communication is teacher-pupil and pupil-teacher, ok there were some sequences some small ones with pupils between pupils but it's just too little”.

Data Analysis ,[object Object],“ Teacher: Actually it's stone-age use of whiteboard. It's the beginning. Researcher: Why do you say it's stone age? Teacher: Because in the beginning you are... I was just happy that I was able to use it and without being very nervous you know I said ok, I just do little pieces instead of doing everything with the Whiteboard or accelerate and in the end the lesson is blown because I cannot cope with the technology. So I thought, ok the first step is to use the Whiteboard as a substitute to the blackboard, which gave me more security.”

Data Analysis ,[object Object],“ I love to jump into the topic or the thing and try out and do mistakes of course and watch myself, reflecting about myself, analyzing myself, and as I told you before, learning from watching myself that I'm different to what I think I am […] I watch myself very critically because I focus on the pupils”. (in-depth interview). “ The video sessions were the best thing in the whiteboard project”. (in-depth interview)

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Further Work ,[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Definition of Competencies ,[object Object],[object Object],13 Jul 2010

L cutrim schmid_euline_eurocall_teacher_education_sig[1]

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