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20. Research in Innovative Intercultural Learning Environments Poster
Video Analysis for Studying Rural Teacher's Agency in Digital Age
Qiandong Zhou
Durham university, United Kingdom
Presenting Author:Zhou, Qiandong
To implement a new educational reform policy - known as 'Education Informatization 2.0' - the Chinese Ministry of Education has asked teachers to upload "technology-based classroom
practice recording" to the teacher training platform and other online public platforms as digital educational resources, also form part of their training assignments and performance evaluations (MoE, 2019). The current plan of China is to use technology to change education from an exam-driven and reactive teaching approach to an innovative and interactive approach. In terms of technology for educational change, teachers are considered the most important agent affecting the result, as they have agency in determining how learning tools are used as part of their educational practice (Biesta et al., 2015). Although teacher agency in the traditional classroom has been increasingly discussed in studies, how teachers excise their agency in the field of the digital world, which holds a particular set of educational tastes, beliefs, and rules of practice (Feenberg, 1991), has not been questioned so far.
Teacher agency could be evidenced in teaching practices and the transformation of practices is one of the objectives of educational change (Riveros et al., 2012). Therefore, it is
necessary to understand teacher agency in the digital age by exploring how technology affects the role of teachers, not only in terms of what they do in practice but also in terms of
the conditions that influence their practice in a given context. This study aims to explore how teachers excise their agency in rural settings and how teacher agency is affected by
digital technology.
Methodology, Methods, Research Instruments or Sources Used A qualitative approach was applied for the purposes of this research and in accordance with the epistemological perspective. Videos analysis is an innovative way of studying agentic behaviour in the digital age using digital data. The classroom recordings uploaded by rural teachers were collected in this study. Videos were selected from a Chinese Social Media Platform: Bilibili.com, a video Content Sharing Social Media, and full classroom recordings can be collected (around 40 minutes per lesson). The videos from the selected platform have been used in other studies (e.g., Chen, 2020), and it is an accepted ethical practice within the academic community. Followed by Goldman's (2007) approach to video selection, inclusion and exclusion criteria were set for selecting videos. In total, ten videos were selected. The video transcription used a narrative approach, accompanying the description of the video content itself and constructing a narrative between classroom teaching practice and the concept of teacher agency to contextualise the video with meaning. At the same time, as defined by Bezemer (2012), a multimodal approach combined with thematic analysis to examine the transcripts further to describe the factors that influence teachers' agency in the classroom. Conclusions, Expected Outcomes or Findings As part of a PhD project, this study will be completed in July 2023. So, the poster for this conference will mainly present the design of video analysis in the study. The expected outcomes include (1) the data itself and the results of the analysis to answer the research question, and (2) the exploration of innovative methodological and analytic processes that have been applied. References Bezemer, J. (2012). What is multimodality? MODE: Multimodal Methodologies. https://mode.ioe.ac.uk/2012/02/16/what-is-multimodality/
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21(6), 624-640.
Chen, Z. T. (2020). Slice of life in a live and wired masquerade: Playful prosumption as identity work and performance in an identity college Bilibili. Global Media and China, 5(3), 319–337.
Feenberg, A. (1991). Critical theory of technology (Vol. 5). Oxford University Press New York.
Goldman, R. (2007). Video representations and the perspectivity framework: Epistemology, ethnography, evaluation, and ethics. na.
MoE. (2019). 教育部关于实施全国中小学教师信息技术应用能力提升工程2.0的意见 [Government website]. Ministry of Education of the People’s Republic of China.
Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: critical reflections on professional learning communities. Canadian journal of education, 35(1), 202-216.
