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Video-enhanced Reflection in Iran: Impacts of Gender and Experience

The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers’ video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners’ characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual aids. Results also show that the above-mentioned reflections are both experience and gender-sensitive.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:30905
Date January 2017
CreatorsKavoshian, Saeedeh, Ketabi, Saeed, Tavakoli, Mansoor, Köhler, Thomas
ContributorsTechnische Universität Dresden
PublisherTUDpress
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typedoc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text
SourceT. Köhler, E. Schoop & N. Kahnwald (Hrsg.), Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung: 20. Workshop GeNeMe'17 Gemeinschaften in Neuen Medien, Dresden, 18.-20.10.2017, Dresden: TUDpress, ISBN: 978-3-95908-121-4, S. 234-248
Rightsinfo:eu-repo/semantics/openAccess
Relationurn:nbn:de:bsz:14-qucosa-233864, qucosa:30841

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