Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis

Teacher education enables students to grow from ‘novice’ into ‘starting expert’ teachers. In this study, students’ textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to whic...

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Autores principales:	Marije Bent, Erick Velazquez-Godinez, Frank de Jong
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	teacher education blended curriculum Education L
Acceso en línea:	https://doaj.org/article/9a9bdb1ea3e043ebb34fd2fc888d5ae1
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id	oai:doaj.org-article:9a9bdb1ea3e043ebb34fd2fc888d5ae1
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spelling	oai:doaj.org-article:9a9bdb1ea3e043ebb34fd2fc888d5ae12021-11-25T17:23:11ZBecoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis10.3390/educsci111106652227-7102https://doaj.org/article/9a9bdb1ea3e043ebb34fd2fc888d5ae12021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/665https://doaj.org/toc/2227-7102Teacher education enables students to grow from ‘novice’ into ‘starting expert’ teachers. In this study, students’ textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to which curriculum and literature influenced their feedback was assessed by semantic network analysis of prominent words from the literature that was studied, as well as the lexical richness and semantic cohesion of students’ peer feedback and reflections. The lexical richness and the semantic cohesion increased significantly by the end of the semester. This means that students incorporated new vocabulary and maintained semantic consistency while using the new words. Regarding the semantic network analysis, we found stronger connections between the topics being discussed by the students at the end of the semester. Active use of video and peer feedback enhances students’ active knowledge base, thus furthering effective teaching.Marije BentErick Velazquez-GodinezFrank de JongMDPI AGarticleteacher educationblendedcurriculumEducationLENEducation Sciences, Vol 11, Iss 665, p 665 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher education blended curriculum Education L
spellingShingle	teacher education blended curriculum Education L Marije Bent Erick Velazquez-Godinez Frank de Jong Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
description	Teacher education enables students to grow from ‘novice’ into ‘starting expert’ teachers. In this study, students’ textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to which curriculum and literature influenced their feedback was assessed by semantic network analysis of prominent words from the literature that was studied, as well as the lexical richness and semantic cohesion of students’ peer feedback and reflections. The lexical richness and the semantic cohesion increased significantly by the end of the semester. This means that students incorporated new vocabulary and maintained semantic consistency while using the new words. Regarding the semantic network analysis, we found stronger connections between the topics being discussed by the students at the end of the semester. Active use of video and peer feedback enhances students’ active knowledge base, thus furthering effective teaching.
format	article
author	Marije Bent Erick Velazquez-Godinez Frank de Jong
author_facet	Marije Bent Erick Velazquez-Godinez Frank de Jong
author_sort	Marije Bent
title	Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
title_short	Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
title_full	Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
title_fullStr	Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
title_full_unstemmed	Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
title_sort	becoming an expert teacher: assessing expertise growth in peer feedback video recordings by lexical analysis
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/9a9bdb1ea3e043ebb34fd2fc888d5ae1
work_keys_str_mv	AT marijebent becominganexpertteacherassessingexpertisegrowthinpeerfeedbackvideorecordingsbylexicalanalysis AT erickvelazquezgodinez becominganexpertteacherassessingexpertisegrowthinpeerfeedbackvideorecordingsbylexicalanalysis AT frankdejong becominganexpertteacherassessingexpertisegrowthinpeerfeedbackvideorecordingsbylexicalanalysis
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Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis

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