222 them in the process of analyzing their video recorded lessons that will be explained in
the next subsection.
8.5.2 Lesson video recording
All three case study teachers stated that participating in this study was the first time that they had video recorded their lessons. Lesson video recording is an effective
tool for presenting the work of teaching and provides concrete learning opportunities for teachers Borko, 2004. In this study, teachers emphasized that lesson video
recordings functioned as a mirror, allowing them to see themselves in the classroom and reflect on their own performance. Lesson video recordings also allowed them to achieve
deeper levels of reflection on their instructional practice since they provide “documentation of classroom activities – documentation that can be worked with in a
dynamic manner viewing a tape repeatedly, with each viewing focusing on another aspect, stopping, rewinding, etc.” Talanker, 2003, p. 14. In addition, the case study
teachers learnt important information about their professional identity mainly through their video recorded lessons, which gave them a kind of “shock” challenging their
normal teacher self-perceptions.
8.5.3 Student feedback
As explained in Chapter 4, teachers of the School of Education of KUM stated that they need specific student feedback appropriate to English teaching situation.
Hence, the student feedback in this study is designed specifically to help research participants English teachers to obtain useful feedback about the effectiveness of their
teaching. Student feedback items are synchronized with the items in teacher self- reflection question in order to provide teachers with more valid information about their
teaching. As a result, teachers are able to accurately describe their teaching performance; their analysis becomes increasingly meaningful, thereby helping them
establish a meaningful plan of action. In this study, case study teachers reported that most of their students provided very positive comments on their teaching. On the one
hand, they felt happy because the majority of the students were satisfied with their teaching. On the other hand, they felt that they do not obtain specific negative feedback
on their teaching that provided a room for improvement. Therefore, all case study teachers particularly valued negative comments from students in order to know what is
223 not working for them in their instructional practice and, thus, they know how to make
their teaching better.
8.5.4 Collegial dialogue
Learning from the experience of colleagues is an important component of improving teaching. Further, Chang et al. 2014, p. 51 stated that teacher professional
development is best done through effective teacher collaboration. However, research participants in this study reported that they have a scant opportunity to talk to other
teachers to discuss their teaching. Collegial dialogues in this study, thus, facilitate research participants in meeting each other to review experiences dealing with the
common issues and to share other academic problems. The case study teachers reported that talking to colleagues about their problems, in particular, to the teachers who teach
the same subject, helped them to find how they might improve or change their practice. Collegial dialogues thus provide more accurate evaluation interpretation of practice.
Additionally, they reported that collegial dialogues help them to learn more about various teaching techniques and methods. In other words, collegial dialogues
encouraged
collegial sharing and enriched teaching practices. The next section of this chapter presents the key findings of this study.
8.6 Key findings
Kategori