Table of Contents

Lists of Illustrations Notes on Contributors Note on Text Acknowledgements List of Abbreviations Part I: Background to Video Enhanced Observation 1. Introduction, Paul Seedhouse (Newcastle University, UK) 2. Using Digital Video for Teacher Development: The Research Context, Sandra Morales (Newcastle University, UK) 3. From Teaching To Learning: The Development of the VEO App, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) 4. Using VEO – A Practical Guide, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) Part II: Video Enhanced Observation in Practice: Case Studies 5. Integrating VEO in Foreign Language Teacher Education in Germany, Götz Schwab and Mareike Oesterle (University of Education Ludwigsburg, Germany) 6. VEO as Reflective Practice in Primary Teacher Education Programmes in Finland, Minna Körkkö, Outi Kyrö-Ämmälä and Tuija Turunen (University of Lapland, Finland) 7. VEO-integrated IMDAT in Pre-service Language Teacher Education: A Focus on Change in Teacher Questioning Practices, Merve Bozbiyik (Middle East Technical University, Turkey), Olcay Sert (Mälardalen University, Sweden) and Kadriye Dilek Bacanak (Gazi University, Turkey) 8. Integrating the Video Enhance Observation (VEO) App in Peer Observation Feedback Interaction, Jaume Batlle (University of Barcelona, Spain) and Paul Seedhouse (Newcastle University, UK) 9. Improving Discipline and Classroom Management Using VEO in a Turkish University Context, Saziye Tasdemir and Paul Seedhouse (Newcastle University, UK) 10. Video-enhanced Lesson Observation: Moving from Performance Management to Continuous Teacher Development, Elizabeth Hidson (Sunderland University, UK) 11. SETTVEO: Evidence-based Reflective Practice and Professional Development, Steve Walsh (Newcastle University, UK) 12. Changing Error Correction Practice Over Three Lessons Using an Individualised VEO Tagset on a Teacher Training Course, Paul Seedhouse and Alison Whelan (Newcastle University, UK) 13. A Practical Framework for Integrating Digital Video and Video Enhance Observation into Continuing Professional Development, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) 14. Researching Using the VEO App, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) References Index

Promotional Information

Using the Video Enhanced Observation system as a case study, this book explores the principles, procedures and benefits of using digital observation technologies in language teaching settings.

About the Author

Paul Seedhouse is Professor of Educational and Applied Linguistics and Director of ilab:learn in the School of Education, Communication and Language Sciences, Newcastle University, UK.

Reviews

This book is undeniably beneficial for different groups of readers who show interest in CALL in general and VEO in particular ... The book provides the framework and evidence-based analysis of the case studies to foster teacher reflection and professional development in using VEO to explore classroom talk and interaction.
*CALL-EJ: Computer-Assisted Language Learning Electronic Journal*

This volume is a timely contribution to the fields of teacher education, educational technology, and applied linguistics. The book successfully shows the uniqueness of each context and the importance of digitalization in teacher education based on the curriculum and the needs of both teachers and learners.
*Language Learning & Technology*

Video Enhanced Observation has proven invaluable to our preservice teachers. VEO tag sessions give preservice teachers a common language to discuss practice. It empowers them to experiment with different ways of approaching instruction. Most importantly, VEO makes learning to teach a public, collaborative endeavor that happens in a community of practice.
*Stephanie Mahfood, Ph.D, Associate Professor, Department of Teacher Education, Webster University, USA*

The most important quality of a good teacher is to be a reflective one. I’ve been using VEO for years in my own research as well as to train pre-service teachers. This book is absolutely timely and will be an invaluable resource for teacher educators and researchers alike.
*Kelly Arispe, Associate Professor of Spanish, Boise State University, USA*