EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Use of Telepresence Equipment for Teachers’ Professional Development


In the framework of the IRIS project, telepresence system is used to provide better educational and study opportunities to students living in geographically isolated areas of the Danube Delta in Romania. The study refocuses teachers’ attention to the quality of interactions as the key issue of facilitating learning, by using video recorded teaching activities. This research is grounded on identifying adults and teenagers’ resistance and openness to adopt new technology. Telepresence is investigated as challenging context for teachers’ professional development by switching the primary focus from virtual environments back to traditional educational settings. Using videography data as input and a motivational driver, researchers involve teachers into an action research collaborative effort, focusing on interactions as a catalyst of quality teaching. This paper presents the design of a teacher training program that extensively uses videography materials as a platform for understanding social interactions in the classroom, as part of the learning process. The program’s design embodies the “triple A model”, bringing both teachers and students into the process of awareness, acknowledgement and accomplishment of their experiences in classroom. 

Keywords: Telepresencebehavior researchclassroom interactionsvisual analysisvideography

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 01.01.2017
Pages: 42-50
Publisher: Future Academy
In: Volume 18, Issue 1
DOI: 10.15405/ejsbs.204
Online ISSN: 2301-2218
Article Type: Original Research
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