Abstracts - Earli

defending 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.Experienced teacher learning: mapping the learning activities and learning outcomes associatedwith a reciprocal peer coaching trajectory.Rosanne Zwart, Radboud University of Nijmegen, NetherlandsTheo Wubbels, Utrecht University, NetherlandsSanneke Bolhuis, Fontys University of Applied Sciences, NetherlandsTheo Bergen, Radboud University of Nijmegen, NetherlandsToday, working together with colleagues in teams, dyads or small groups is more and moreregarded as a useful way of stimulating professional development of teachers in schools.Reciprocal peer coaching (RPC) is an example of a professional development trajectory in whichteachers collaborate to support each others’ professional growth. But which aspects of thistrajectory stimulates teacher learning? What do teachers think, how do they feel or how do they actwhich makes them learn? In this paper we want to elucidate the learning processes of eightexperienced teachers (four coaching dyads) who take part in a RPC trajectory, by focussing onboth learning activities and learning outcomes. We employed multiple data collection methods, i.e.repeated measurements with three different instruments (observation, questioning and narratives)over a period of one year. The data sources were: audiotapes of coaching conferences (recordedthinking and acting), audiotapes of semi-structured interviews held by telephone directly after thecoaching conference (reported thinking, reflection on action), and digital diaries with teacherreports of learning experiences (reported thinking, reflection on action). Qualitative analyses of thedata resulted in a total of 94 sequences of reported learning outcomes and occurring learningactivities. Transcripts of the coaching conferences gave insight into the activities undertakenduring classroom teaching, observing or looking back on practice afterwards. The interviews shedlight on each teacher’s perception of the possible cognitive and behavioural changes they gainedfrom the coaching process. The digital diaries provided insight into learning processes that wereimportant for teacher’s development, both with and without a perceived relationship between thisexperience and taking part in the RPC trajectory. By choosing this approach of data collection weobtained rich and diverse sources of data which increased our ability to disclose the complexprocess of teacher learning in an integrated way.Effective teaching: An empirical model on the factors influencing the quality of teaching practicesJuan Antonio Castro Posada, University Pontificia of Salamanca, SpainJuan Jose Mena Marcos, University of Salamanca, SpainThe paper draws on studying teacher effectiveness by statistically determining the factors whichpredict this construct and the relationship that exists between them. In this sense our main purposeis to elaborate an empirical model on the components that explain how teacher efficacy can beexplained. From a theoretical perspective it is suggested how effective teaching is not only relatedto internal factors that directly influence the professional activity (i.e. critical thinking, leadership,class planning) but also external causes (i.e. school atmosphere) that play a more indirect butdecisive role in teachers’ performance. Similar results derive from our study. Sixty-five teachersfrom different levels (from Kindergarten to Secondary level) gave a written answer to 79 Likerttypeitems. A causal model was constructed through cluster analysis and factorization of resultingcomponents. We identified three types of both internal and external factors distributed as follows:(1) five predictive factors or causes (attention to students’ specific needs, working with parents,– 265 –