SWCOLT 2019

Recently, an increasing number of language teachers have video-recorded their classroom teaching and shared these videos online for audiences of fellow teachers. Pre-service teachers have much to gain from watching such videos,which serve as real-time models for teaching and  learner reactions. Teachers can choose which practices to adopt or adapt for learners of different ages, proficiency levels, and individual needs. Additionally, researchers can use the same videos as data to investigate teacher moves and micro-practices under the framework of high-leverage teaching practices (HLTPs; e.g. Kearney, 2015; Glisan & Donato, 2017). This presentation introduces a model for mutually beneficial teacher-researcher partnerships built around the types of videos that teachers already share online. Such partnerships can inform teachers on what kinds of videos help teachers and researchers, which theoretical frameworks help explain connections between teacher practices, learner experience and learning outcomes, and identify research-informed teaching practices.