The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences

This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative forum (ECDF) on development teacher competences. The trend change competences 30 Iranian English as foreign language teachers was traced before and after treatment quantitative qualitative measures. First, a newly designed validated assessment questionnaire named Teacher Balanced Score Card (TBSC) used to quantitatively account for developments including clinical, critical, technical personal from teacher, student administrative perspectives. In measure, supervisors' real classroom non-participant observations theme elicitation through log analysis ECDF according predetermined data coding schemata helped documenting evidences competence TBSC measure in pretest/posttest design. Multivariate variance results indicated that there were significant changes clinical implies required infrastructure incorporation technology, culture cultivation its use, role establishing non-threatening supportive platform evaluation potential reflection, initiation management should be revisited at high levels policy making local levels.