Abstracts - Earli

okerage between users and developers all contribute to the shaping of patterns of userengagement. Each project used a particular combination of the available tools and the same toolswere used differently in different projects. The findings suggest that a responsive approachwhereby the processes of VRE development and implementation go hand in hand is needed, andwe discuss the role of evaluators as brokers between users and developers. Further theoretical andpractical challenges are posed by the inherently ambiguous nature of project work: our focus onthe personal and institutional dimensions of collaboration has brought to light a complex picture offormal and informal relationships within and beyond project boundaries. Any successfulimplementation of a VRE will depend upon an appreciation of these social realities. This analysishas important implications for the implementation of VREs supporting EU-wide educationresearch projects. While VREs offer obvious advantages to such research settings, researchers,research managers and practitioners should be aware of the complexities involved in the process ofdevelopment and implementation and be prepared to adapt working practices accordingly.Peer coaching in a professional development program using video feedbackRita Schildwacht, Fontys University of Professional Education, NetherlandsSanneke Bolhuis, Fontys University of Professional Education, NetherlandsJan van den Akker, University of Twente, NetherlandsOur research aims to formulate design guidelines for stimulating teachers’ professionaldevelopment using video feedback in collaborative settings. The study focuses on video feedbackin peer coaching settings and investigates a setting with three roles (trainee, coach and observer).We are interested in the importance of coach training, and the influence of role-taking on theownership of learning goals. A scheme incorporating three roles and coach training was developedfor stimulating professional development of teachers in a school of secondary education. The studyexplores the coach’s roles that are beneficial for the learning process of their peers and seeks tounderstand how watching video records of own practice, supports teachers to examine their ownprofessional behaviour in new ways. Data for this study includes videotaped and transcribedsubgroup dialogues and, for triangulation, data from learning reports, audio tapes andobservational notes of the training sessions, questionnaires, and in-depth semi-structuredinterviews with all participants. Coaching in a setting with three well defined roles (trainee, coach,observant) proved valuable. The coach role was very important for the depth of the reflectionprocess. Non-directive coaching skills created necessary safety and space for learning, but moredirective coaching skills such as ‘Continue to ask questions’ were necessary to deepen thereflection process from more descriptive and perceptive reflections to more receptive, interactiveand critical reflections. In the dialogues the participants reflect on practice, on context, on values,and on improvements. Working with (peer) observers of the coaching dialogs improvedperformance and forced the group to take their roles more seriously. Coach training proved to beessential. Also essential for the scheme to work is a high degree of equality between participants.– 863 –