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Teacher Produced Video Tours of Classrooms: What Matters for Their Teaching of Writing?

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Title: Teacher Produced Video Tours of Classrooms: What Matters for Their Teaching of Writing?
Language: English
Authors: Jessica Mantei (ORCID 0000-0002-3044-6906), Lisa Kervin (ORCID 0000-0002-5433-7587), Lauren A. Weber (ORCID 0000-0002-8297-4233), Mary Ryan (ORCID 0000-0003-2237-9368)
Source: Australian Educational Researcher. 2025 52(2):1431-1449.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Video Technology, Technology Uses in Education, Classroom Observation Techniques, Foreign Countries, Literacy Education, Writing Instruction, National Curriculum, Elementary School Teachers, Pedagogical Content Knowledge, Writing Attitudes, Reflective Teaching
Geographic Terms: Australia
DOI: 10.1007/s13384-024-00769-2
ISSN: 0311-6999
2210-5328
Abstract: Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical practices. It is timely to consider how teachers recontextualise these external pressures in their teaching of writing. This paper uses reflexivity theory to investigate the interplay between social, cultural and individual influences on the materiality of writing classrooms. Through our conceptual framing of reflexive materiality, we analyse video tours created by elementary teachers (Grades 3-6) to highlight classroom components pertinent to their writing pedagogy and practices. Our analysis focused on theoretically-based instruction practices, teacher professional knowledge, opportunities for students to write, and the impact of the external context on the materiality of the classroom environment. Findings demonstrate a reflexive relationship between teachers' system-based contexts and the substance of classroom objects, spaces, and teachers' ideas and philosophies regarding writing.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488018
Database: ERIC
FullText Text:
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  Data: Teacher Produced Video Tours of Classrooms: What Matters for Their Teaching of Writing?
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  Data: <searchLink fieldCode="AR" term="%22Jessica+Mantei%22">Jessica Mantei</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3044-6906">0000-0002-3044-6906</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+Kervin%22">Lisa Kervin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5433-7587">0000-0002-5433-7587</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+A%2E+Weber%22">Lauren A. Weber</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8297-4233">0000-0002-8297-4233</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Ryan%22">Mary Ryan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2237-9368">0000-0003-2237-9368</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(2):1431-1449.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s13384-024-00769-2
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  Data: 0311-6999<br />2210-5328
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  Data: Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical practices. It is timely to consider how teachers recontextualise these external pressures in their teaching of writing. This paper uses reflexivity theory to investigate the interplay between social, cultural and individual influences on the materiality of writing classrooms. Through our conceptual framing of reflexive materiality, we analyse video tours created by elementary teachers (Grades 3-6) to highlight classroom components pertinent to their writing pedagogy and practices. Our analysis focused on theoretically-based instruction practices, teacher professional knowledge, opportunities for students to write, and the impact of the external context on the materiality of the classroom environment. Findings demonstrate a reflexive relationship between teachers' system-based contexts and the substance of classroom objects, spaces, and teachers' ideas and philosophies regarding writing.
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