How Does the Concept of Extended Pedagogy Enhance our Understanding of Literacy Teachers Learning with Digital Video?

Mary Kathryn Sheard, Colin Harrison

Research output: Contribution to journalArticlepeer-review


The paper draws on two separate studies using digital video to support the professional development of literacy teachers, and specifically to explore what and how teachers learn with videos of literacy instruction. The first study focussed on how experienced teachers learn through critiquing videos of literacy teaching in Key Stage 2 classes using a reflective discussion board, while the second study looked at the learning of Key Stage 1 teachers through their multiple shorter postings on a bulletin board. Both studies used Interactive Classroom Explorer (ICE) as the medium for viewing, reflecting on and posting their responses to digital video extracts. In seeking to explore how teachers learn from digital video, the paper specifically draws on and discusses findings from both studies that relate to notions of "extended pedagogy". In synthesising the findings to better understand how teacher learning with digital video might be maximised and embedded, the paper draws attention to the concepts of conflict resolution and challenge solution as mediators of extended learning (author abstract)
Original languageEnglish
Publication statusPublished - 2011

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