Activity

Zone of Development

Data source

Affordances

Constraints

1.1 Trainees observe expert FL teachers in a range of settings/classes. Collective post-lesson deconstruction by teachers, trainees and university tutors 

1.2 Trainees observe expert FL. Teachers conduct lessons in trainees’ weaker 2nd or 3rd FL

1.1 Tutor field notes, co-construction of an agreed lesson observation schedule filled in by trainees, interviews of trainees. Video recording of lessons and debrief

1.2 Interviews of trainees and links made to their supported self-study programme

1.1 Capacity for meta-talk by tutors and trainees whilst lesson is in progress (observing site can switch off own sound) enhances collective understanding in authentic context.
Improved accessibility to authentic classroom contexts via non-intrusive lesson observation

1.2 Improves subject knowledge base of trainees’ weaker FL at the university site whilst being situated in real classroom practice

1.1 Developing the habit and practice of working in the TLO – learning to use the technology effectively (eg manipulate the camera). Also organisation and technical skills for VC linking

2.1. Teaching conducted by trainee with remote observation by tutor with collaborative post-lesson deconstruction and analysis

2.2 Trainees carry out distance micro-teaching episodes supported by the teacher in the remote classroom and observed by tutor

2.1 Video recording of interaction with supporting evidence: electronic lesson plans and lesson observations, tutor report and target setting sheets

2.2 As above

2.1 Remote interaction by tutor. Easier access to a range of classes without having to travel long distances to observe one lesson. Effective use of time

2.2 Remote micro-teaching. Within a ‘safe’ environment trainees can try out parts of lessons with real learners; developing observation, analytical and reflective skills; awareness raising of skills needed to be effective ‘distance’ teacher

2.1 Differences in student- learner behaviour in a link lesson. Observation of lessons in TLO is not same experience as in class–ethics of observing, problems with eye contact via the cameras post-lesson. Discussion not as spontaneous as in f2f slight time lag.

2.2 In remote micro-teaching, difficult to react with students need teacher in remote site to name select students to answer. Need to establish ‘rules’

3.1 Virtual meetings between teachers, trainers, trainees to discuss, plan and reflect on activity

3.2 Trainee conferences with groups of teachers to discuss issues such as use of target language and classroom management

3.1 Electronic minutes of meetings, video recorded meetings for reference and follow up web cam one to one meetings

3.2 Video recording, trainee interviews

3.1 Synchronicity, immediacy and relevance

3.2 Possibility of organising groups of teachers to conference with trainees without wasting professional time in travel or absence from the school site.

3.1 A new style of interactivity emerges- eg develop strategies for interruption

4.1 Using and sharing digital resources but especially the interactive whiteboard beyond Power Point and ActivStudio software (eg internet). Sharing and using during lessons with trainees, teachers and learners supported by tutors

4.2 Mentor training. Participation by teachers/mentors in their school site in training taking place at the university site

4.3 Support of a newly qualified teacher at the school site by university tutors

4.4 Creating training materials from video recordings and data collected

4.1 Resource bank of materials created and recycled, improved on following year and evaluated by trainees

4.2 Observation schedules by tutor, questionnaires to students, focus group interviews and final interview with NQT

4.1 Creating, using, monitoring the effectiveness of and evaluating materials using ICT in real time during authentic lessons

Sharing materials between teachers and students in different sites. Communal resource bank set up.

Capacity for synchronous interactivity between two remote sites during a lesson

Ever-increasing involvement of learners in the interactivity which has traditionally been reserved for trainees, tutors and teachers

4.2 Capacity for joining a larger community thereby increasing availability and inclusivity

5.1 Researchers/tutors monitoring the development of 11 year beginner learners’ spontaneous talk in the target language German & French) throughout one academic year

5.1 Cycle of lesson observations video recorded analysed for critical incidents, reviewed by the teacher as well as researcher. Learner questionnaires/focus group interviews. Tests to set against national norms

5.1 Non-intrusive longitudinal observation of classroom practice

5.2 Gradual involvement of learners in research process- overtly virtual relationship develops between researcher and class

5.1 Ethics of how to use videoed classroom data