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The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback
ARTICLE

, English Studies, Mälardalen University, Västerås, Sweden ; , TED University, Ankara, Turkey ; , Iowa State University, Ames, United States

IJMBL Volume 10, Number 2, ISSN 1941-8647 Publisher: IGI Global

Abstract

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

Citation

Sert, O., Çelik, S. & Baran, E. (2018). The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback. International Journal of Mobile and Blended Learning, 10(2), 36-49. IGI Global. Retrieved May 19, 2019 from .

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