Developing teacher self-awareness: Feedback and the use of video

Please use this identifier to cite or link to this item: https://ir.swu.ac.th/jspui/handle/123456789/15400

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DC Field	Value	Language
dc.contributor.author	Laycock J.
dc.contributor.author	Bunnag P.
dc.date.accessioned	2021-04-05T04:33:55Z	-
dc.date.available	2021-04-05T04:33:55Z	-
dc.date.issued	1991
dc.identifier.issn	9510893
dc.identifier.other	2-s2.0-34248860194
dc.identifier.uri	https://ir.swu.ac.th/jspui/handle/123456789/15400	-
dc.identifier.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-34248860194&doi=10.1093%2felt%2f45.1.43&partnerID=40&md5=207644cf06f81b6ac2a2bfef293afe5c
dc.description.abstract	Video is often seen as a useful means of providing feedback to teachers in various kinds of training situation. This article looks at its role in the overall context of feedback, and then outlines its use in a programme with regular practical teaching of real classes, which resulted in the need for generalized viewing guides. Design considerations are outlined, and the guides actually devised are summarized. Experience indicated that the guides had a positive effect in increasing self-awareness, but that they cannot be used in isolation from other forms of feedback. © 1991 Oxford University Press 1991.
dc.title	Developing teacher self-awareness: Feedback and the use of video
dc.type	Article
dc.rights.holder	Scopus
dc.identifier.bibliograpycitation	ELT Journal. Vol 45, No.1 (1991), p.43-53
dc.identifier.doi	10.1093/elt/45.1.43
Appears in Collections:	Scopus 1983-2021

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