Abstracts - Earli

conducting research instead we build a platform to discuss the methods by which we representteaching.‘When is critiquing learning? A study of teacher learning through critiquing video’Mary Sheard, University of Nottingham, United KingdomElaine Cockburn, University of Nottingham, United KingdomThe paper draws on a study of teacher learning through critiquing video representations of literacyinstruction to consider new potentials for teacher learning. Thirteen experienced elementary schoolteachers responded to videos of literacy teaching using a computer-mediated interface forcritiquing digital video and a more traditional way of viewing video using CDRom. The studyused extracts of literacy training videos and a non-training video filmed to share professionaldevelopment in practice. Video-as-method was used as a research tool for investigating teachers’constructive learning represented in discourse. Teachers responded to the selected videorepresentations as pairs or individuals and in constrained tasks through oral protocols and writtentextual responses. The paper considers the methodological assumptions underpinning the use ofvideo-as-method, and important methodological issues associated with it. In particular the paperargues the importance of the method in activating prior knowledge through the association of ideasin a constructive learning context. The paper argues that in this way video-as method provides aless constrained method than interviews or focussed tasks. From a sociocognitive perspective thepaper suggests that while critiquing occurs infrequently in teachers’ discourse in critiquing videorepresentations, learning is associated with relatively high frequencies of explaining, explicatingand arguing and of ‘critiquing action’ evidenced in teachers’ discourse. Critiquing action, derivedfrom literary theory, included representing reality, exploring ideology, uncovering meaning, anddefending an interpretation of teaching represented on video. In reference to video-as-method, thepaper draws conclusions on how teachers learn through critiquing video by identifying learningepisodes, language markers of learning and learning profiles in teachers’ discourse.Talking and learning about teaching – Pre- and post-lesson dialogues of student teachers andtheir mentorsAnnelies Kreis, College of Teacher Education Thurgau, SwitzerlandThe paper draws on a study of teacher learning through critiquing video representations of literacyinstruction to consider new potentials for teacher learning. Thirteen experienced elementary schoolteachers responded to videos of literacy teaching using a computer-mediated interface forcritiquing digital video and a more traditional way of viewing video using CDRom. The studyused extracts of literacy training videos and a non-training video filmed to share professionaldevelopment in practice. Video-as-method was used as a research tool for investigating teachers’constructive learning represented in discourse. Teachers responded to the selected videorepresentations as pairs or individuals and in constrained tasks through oral protocols and writtentextual responses. The paper considers the methodological assumptions underpinning the use ofvideo-as-method, and important methodological issues associated with it. In particular the paperargues the importance of the method in activating prior knowledge through the association of ideasin a constructive learning context. The paper argues that in this way video-as method provides aless constrained method than interviews or focussed tasks. From a sociocognitive perspective thepaper suggests that while critiquing occurs infrequently in teachers’ discourse in critiquing videorepresentations, learning is associated with relatively high frequencies of explaining, explicatingand arguing and of ‘critiquing action’ evidenced in teachers’ discourse. Critiquing action, derivedfrom literary theory, included representing reality, exploring ideology, uncovering meaning, and– 264 –