TY - CHAP

T1 - All kinds of special

T2 - Using multi-perspective classroom videography to prepare EFL teachers for learners with special educational needs

AU - Blume, Carolyn

AU - Schmidt, Torben

PY - 2020/4/2

Y1 - 2020/4/2

N2 - In light of shifting discourses regarding inclusive education, and given the centrality of English as a language for social, economic, and civic participation, the importance of preparing teachers to utilize inclusive approaches to teaching English as a foreign language (EFL) is growing. Thus, pre-service foreign language teacher education needs to employ empirical methods to improve teacher knowledge in this area. In a pre-post-intervention design, a pilot study was carried out to examine the impact of a learning opportunity designed around various forms of videography, including multi-perspective videography. As one part of a larger study, both the impact of the intervention itself and the use of multi-perspective videography on the development of pre-service teachers’ knowledge-based reasoning of inclusive teaching of EFL, as a form of reflection, were measured using nonparametric, inferential statistics. While the small sample size means the conclusions are not representative, the results indicate the potential of using this variant of classroom videography to address pre-service teachers’ knowledge-based reasoning of inclusive second language instruction. The findings confirm that videography can be used to both develop and evaluate pre-service teachers’ knowledge-based reasoning; that further subject-specific studies of knowledge-based reasoning are warranted; and that multi-perspective videography as a variant of standardized classroom videography is a promising approach to teacher professionalization for the EFL classroom.

AB - In light of shifting discourses regarding inclusive education, and given the centrality of English as a language for social, economic, and civic participation, the importance of preparing teachers to utilize inclusive approaches to teaching English as a foreign language (EFL) is growing. Thus, pre-service foreign language teacher education needs to employ empirical methods to improve teacher knowledge in this area. In a pre-post-intervention design, a pilot study was carried out to examine the impact of a learning opportunity designed around various forms of videography, including multi-perspective videography. As one part of a larger study, both the impact of the intervention itself and the use of multi-perspective videography on the development of pre-service teachers’ knowledge-based reasoning of inclusive teaching of EFL, as a form of reflection, were measured using nonparametric, inferential statistics. While the small sample size means the conclusions are not representative, the results indicate the potential of using this variant of classroom videography to address pre-service teachers’ knowledge-based reasoning of inclusive second language instruction. The findings confirm that videography can be used to both develop and evaluate pre-service teachers’ knowledge-based reasoning; that further subject-specific studies of knowledge-based reasoning are warranted; and that multi-perspective videography as a variant of standardized classroom videography is a promising approach to teacher professionalization for the EFL classroom.

KW - Didactics of English as a foreign language

UR - http://d-nb.info/1209760878

UR - http://www.scopus.com/inward/record.url?scp=85114756000&partnerID=8YFLogxK

U2 - 10.3726/b16732

DO - 10.3726/b16732

M3 - Contributions to collected editions/anthologies

SN - 978-3-631-81091-0

T3 - Fremdsprachendidaktik inhalts- und lernerorientiert

SP - 201

EP - 224

BT - Classroom Oberservation

A2 - Lenz, Friedrich

A2 - Frobenius, Maximiliane

A2 - Klattenberg, Revert

PB - Peter Lang Verlag

CY - Berlin

ER -