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Video-stimulated recall for mentoring in Omani schools

Research output: Contribution to journalArticlepeer-review

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Video-stimulated recall for mentoring in Omani schools. / Wyatt, Mark; Arnold, E.

In: International Journal of Mentoring and Coaching in Education, Vol. 1, No. 3, 2012, p. 218-234.

Research output: Contribution to journalArticlepeer-review

Harvard

Wyatt, M & Arnold, E 2012, 'Video-stimulated recall for mentoring in Omani schools', International Journal of Mentoring and Coaching in Education, vol. 1, no. 3, pp. 218-234. https://doi.org/10.1108/20466851211279475

APA

Wyatt, M., & Arnold, E. (2012). Video-stimulated recall for mentoring in Omani schools. International Journal of Mentoring and Coaching in Education, 1(3), 218-234. https://doi.org/10.1108/20466851211279475

Vancouver

Wyatt M, Arnold E. Video-stimulated recall for mentoring in Omani schools. International Journal of Mentoring and Coaching in Education. 2012;1(3):218-234. https://doi.org/10.1108/20466851211279475

Author

Wyatt, Mark ; Arnold, E. / Video-stimulated recall for mentoring in Omani schools. In: International Journal of Mentoring and Coaching in Education. 2012 ; Vol. 1, No. 3. pp. 218-234.

Bibtex

@article{196bd5026f934a0c90ae980ebb0c75e3,
title = "Video-stimulated recall for mentoring in Omani schools",
abstract = "Purpose: This article explores the school-based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while engaged in part-time in-service language teacher education. The senior teacher realized teachers in her school found post-lesson discussions in English with inspectors challenging and, using video-stimulated recall, tried to help them become more reflective. Design/methodology/approach: Qualitative case study research methodology: Semi-structured interviews provide insights into the senior teacher{\textquoteright}s perceptions of her own development and professional knowledge of reflective practice and mentoring. They also provide oral accounts of her action research, written accounts of which are provided by reflective writing. Audio-recordings and transcripts of post-lesson discussions, triangulated with classroom observation, provide evidence of mentoring practices. Findings: The senior teacher developed creative and flexible solutions to the challenges she faced, in the process gaining confidence and assuming mentor identity. Various factors helped, including a supportive environment, the in-service teacher education course and engagement with video-stimulated recall. Research limitations/implications: Despite methodological limitations, including limited observational data and use of self-report, there are implications for socio-cultural contexts where English has a semi-official role in mentoring discussions and where there are moves towards reflective models of teacher development. Practical implications: Video-stimulated recall may be a particularly effective tool for supporting learning mentoring in contexts where loyalty to the {\textquoteleft}in-group{\textquoteright} encourages sharing. To facilitate learning mentoring, the creation and maintenance of supportive environments appears crucial. Originality/value: Learning mentors seeking fresh ideas, teacher educators and school managers will find this useful.",
author = "Mark Wyatt and E. Arnold",
note = "{"}This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (please insert the web address here). Emerald does not grant permission for this article to be further copied/ - See more at: http://www.emeraldgrouppublishing.com/authors/writing/author_rights.htm#sthash.zTnd2a2O.dpuf",
year = "2012",
doi = "10.1108/20466851211279475",
language = "English",
volume = "1",
pages = "218--234",
journal = "International Journal of Mentoring and Coaching in Education",
issn = "2046-6854",
publisher = "Emerald Group Publishing Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - Video-stimulated recall for mentoring in Omani schools

AU - Wyatt, Mark

AU - Arnold, E.

N1 - "This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (please insert the web address here). Emerald does not grant permission for this article to be further copied/ - See more at: http://www.emeraldgrouppublishing.com/authors/writing/author_rights.htm#sthash.zTnd2a2O.dpuf

PY - 2012

Y1 - 2012

N2 - Purpose: This article explores the school-based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while engaged in part-time in-service language teacher education. The senior teacher realized teachers in her school found post-lesson discussions in English with inspectors challenging and, using video-stimulated recall, tried to help them become more reflective. Design/methodology/approach: Qualitative case study research methodology: Semi-structured interviews provide insights into the senior teacher’s perceptions of her own development and professional knowledge of reflective practice and mentoring. They also provide oral accounts of her action research, written accounts of which are provided by reflective writing. Audio-recordings and transcripts of post-lesson discussions, triangulated with classroom observation, provide evidence of mentoring practices. Findings: The senior teacher developed creative and flexible solutions to the challenges she faced, in the process gaining confidence and assuming mentor identity. Various factors helped, including a supportive environment, the in-service teacher education course and engagement with video-stimulated recall. Research limitations/implications: Despite methodological limitations, including limited observational data and use of self-report, there are implications for socio-cultural contexts where English has a semi-official role in mentoring discussions and where there are moves towards reflective models of teacher development. Practical implications: Video-stimulated recall may be a particularly effective tool for supporting learning mentoring in contexts where loyalty to the ‘in-group’ encourages sharing. To facilitate learning mentoring, the creation and maintenance of supportive environments appears crucial. Originality/value: Learning mentors seeking fresh ideas, teacher educators and school managers will find this useful.

AB - Purpose: This article explores the school-based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while engaged in part-time in-service language teacher education. The senior teacher realized teachers in her school found post-lesson discussions in English with inspectors challenging and, using video-stimulated recall, tried to help them become more reflective. Design/methodology/approach: Qualitative case study research methodology: Semi-structured interviews provide insights into the senior teacher’s perceptions of her own development and professional knowledge of reflective practice and mentoring. They also provide oral accounts of her action research, written accounts of which are provided by reflective writing. Audio-recordings and transcripts of post-lesson discussions, triangulated with classroom observation, provide evidence of mentoring practices. Findings: The senior teacher developed creative and flexible solutions to the challenges she faced, in the process gaining confidence and assuming mentor identity. Various factors helped, including a supportive environment, the in-service teacher education course and engagement with video-stimulated recall. Research limitations/implications: Despite methodological limitations, including limited observational data and use of self-report, there are implications for socio-cultural contexts where English has a semi-official role in mentoring discussions and where there are moves towards reflective models of teacher development. Practical implications: Video-stimulated recall may be a particularly effective tool for supporting learning mentoring in contexts where loyalty to the ‘in-group’ encourages sharing. To facilitate learning mentoring, the creation and maintenance of supportive environments appears crucial. Originality/value: Learning mentors seeking fresh ideas, teacher educators and school managers will find this useful.

U2 - 10.1108/20466851211279475

DO - 10.1108/20466851211279475

M3 - Article

VL - 1

SP - 218

EP - 234

JO - International Journal of Mentoring and Coaching in Education

JF - International Journal of Mentoring and Coaching in Education

SN - 2046-6854

IS - 3

ER -

ID: 180847