50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 H EIKE N IESEN , A NNIKA K REFT , B RITTA V IEBROCK , D ANIELA E LSNER * Respect matters: A position paper for standards of good conduct in video-based foreign language teacher professional development Abstract. This contribution discusses how classroom videos can be employed for the professional development of foreign language teachers. We address the discrepancy between the learning potential of videos on the one, and the challenges which accompany their use on the other hand. Classroom videos make teacher and student behavior accessible for a broader audience and allow for careful analysis, but they also run the risk of exposing teachers and/ or students. Hence, we argue for seven standards of good conduct and suggest the RESPECT Principle. Based on our own research and other studies focusing on the use of videos in teacher education contexts, we elaborate on this principle in a theoretical and application-oriented manner. After reviewing research on video-based foreign language teacher education we illustrate subject-specific insights to be gained from video studies and explain why these might be challenging when used in teacher education. Then, we introduce our English as a foreign language (EFL) teacher professional development program and explain how we apply and evaluate our principle within it. 1. Introduction The value of teaching videos for teacher professional development (PD) has been discussed across nations, school levels and subjects. Fueled by research on US mathematics teachers’ PD in video clubs (cf. S HERIN / H AN 2004; S HERIN / VAN E S 2009), an array of studies has emerged which address pre-service as well as in-service teachers’ development through teaching videos in the UK (cf. L EFSTEIN / S NELL 2011), Germany (cf. K LEINKNECHT / S CHNEIDER 2013), Switzerland (cf. P AULI / R EUSSER / G ROB 2007), France (cf. G AUDIN / C HARLIÈS 2015), Australia (cf. M ACLEAN / W HITE 2007), and the Czech Republic (cf. M INAŘÍKOVÁ et al. 2015). - the lion’s share of investigations * Addresses for correspondence: Dr. Heike N IESEN , Dr. Annika K REFT , Prof. Dr. Britta V IE - BROCK , Prof. Dr. Daniela E LSNER , Goethe University Frankfurt/ M., Faculty of Modern Languages, Department of English and American Studies, Norbert-Wollheim-Platz 1, 60323 F RANKFURT / M., Germany E-Mail: niesen@em.uni-frankfurt.de; a.kreft@em.uni-frankfurt.de; viebrock@em.uni-frankfurt.de; elsner @em.uni-frankfurt.de Research areas: Video-based foreign language teacher professional development, multilingualismsensitive English language teaching, transcultural awareness. N i c h t t h e m a t i s c h e r T e i l 118 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 clusters around mathematics and science teacher PD. What most studies have in common is that they ascribe videos a high potential for PD. This view is supported by educational researchers who stress that “no medium is more suitable than film recordings of lessons to become aware - in discourse with colleagues - of one’s own intuitive theories about teaching and learning” (H ELMKE 2017: 349; our trans.). This is equally true for investigations which examine the use of videos in foreign and second language teacher PD (cf. B ECHTEL / M AYER 2019; G IEßLER 2018). Videos are perceived as “essential educational tool[s]” (B AECHER et al. 2013: 195) in this specific context as well. Despite their positive attributions, videos are not used systematically in teacher PD programs, a finding that is especially true in the German context. It is H ELMKE (2017: 345) again who notes that the use of teaching videos is rare in initial teacher training and further education, especially because of a lack of teacher cooperation and what he calls the “teaching-is-private syndrome” due to which many teachers shy away from being filmed. Teachers’ concerns are not unfounded. First, observers cannot be expected to be objective video analysts for what is perceived is subject to various distortions (cf. K RAMMER / R EUSSER 2005: 43). Second, it has been shown that at the onset of video-based teacher PD projects, teachers’ videos often fall victim to “premature” and “hasty judgements” (K RAMMER et al. 2015: 133f.). The situation becomes even more delicate when foreign language (FL) teachers are asked to have their teaching filmed and discussed, especially when teachers are not only supposed to provide their students with high-quality language input and enhance their communicative competences in the target language, but are also expected to incorporate the learners’ diverse language backgrounds and foster their multilingual competences. Without questioning the importance of other challenges teachers (and teacher educators) currently face, such as the digital transformation in teaching and learning or inclusive classrooms, multilingualism-sensitive (E)FL teaching has gained momentum not only on a political, but also on an empirical (cf. B UENDGENS -K OSTEN / E LSNER 2018; H OPP / J AKISCH 2020) and more practical level (cf. E LSNER / L OHE 2021). Although the question of how to deal with the multilingual resources of learners in FL classrooms is a central one, many teachers report to feel ill-prepared to engage in multilingualism-sensitive teaching (cf. B REDTHAUER / E NGFER 2016), and thus fear the criticism of not teaching what is being expected of them. What is more, teachers’ skeptical attitudes towards the inclusion of pupils’ languages acquired prior to the target language are often rooted in the conviction that strict monolingual approaches serve best to develop communicative competences in the FL while research starts to prove the opposite (cf. B UENDGENS -K OSTEN / E LSNER 2018; J AKISCH 2014). With regard to another relevant domain in FL teaching, the development of transcultural awareness and competences 1 , similar observations can 1 Transcultural awareness describes an awareness of the hybridity and performativity of contemporary cultures, which are no longer confined to a restricted group of people in fixed national or geographical spaces. Transcultural competences denote those competences needed to deal with this hybridity and Respect matters: A position paper for standards of good conduct 119 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 be found. Teachers report insecurities concerning the practical application of these objectives, show idiosyncratic understandings of the concepts and tend to rely on simplistic (binary) cultural comparisons (cf. H EYDER / S CHÄDLICH 2014; V IEBROCK 2018). Instances of cultural or even racial stereotyping have been documented in video studies (cf. K REFT / V IEBROCK 2020) that run the risk of exposing FL teachers and, thus, require a fair amount of sensitivity when dealing with these videos. Against this backdrop, we address ethical considerations concerning the use of videos in teacher education: How can videos with all the potentials they offer for FL teacher PD be utilized while at the same time taking their specific challenges into account? E.g., how can teachers’ skeptical attitudes be overcome - particularly in a context where they report insecurities and might feel exposed? How can video excerpts that contain critical incidents of FL teacher behavior be turned into a valuable PD experience? As academics working in the field of EFL pedagogy, our understanding of research includes the transfer of research results from different disciplines, incorporating our own and neighbouring ones, into domain-specific paradigms that inform EFL teaching. Thus, based on our own observations and research as well as insights from other video-based studies from different subject-specific disciplines and education research, we will elaborate on seven principles of good conduct for videobased FL professional development, which we will summarize under the acronym RESPECT. In the following, we will elaborate on the use of videos in language teacher education (section 2) and briefly touch upon the context out of which the RESPECT Principle arose (section 3). We will then explain the seven constitutive parts of the RESPECT Principle and by way of best practice examples illustrate how they are realized in our video-based teacher education projects LEVEL 2 and The Next LEVEL (TNL) 3 (sections 3.1 - 3.7). 2. Research review: the use of videos in foreign language teacher education Videos in language teacher PD have been used in both deductive and inductive ways. As “objects of reference” (S CHRAMM / B ECHTEL 2019: 4f.; our trans.) they have been used to illustrate theoretical aspects of FL teaching and learning and enable teachers to recognize these aspects in classroom interaction. As “cases” (ibid.: 5; our trans.) they have been used to engage teachers in reflecting professional behavior. Also, different kinds of teaching videos have been employed, such as simulated or authentic ones, (pre-service) teachers’ own, their peers’/ colleagues’ videos as well as videos which show teaching performed by teachers unknown to the observers. Table 1 properformativity, i.e. with increasingly fuzzy categories, with hybrid identities, dynamic group affiliations and shifting borders of any kind (cf. K REFT / V IEBROCK 2020). 2 LEVEL (2015-2018), FKZ 01JA1519 3 The Next LEVEL (2019-2021), FKZ 01JA1819 120 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 vides a selective overview of research conducted in the field of video implementation for foreign and second language teacher PD. Addressees Function of video use/ objectives Kinds of videos used Languages / domains addressed A BENDROTH - T IMMER (2011) pre-service reflective and analytic processes simulated peer and authentic videos French/ traditional and alternative teaching methods, teaching material B AECHER et al. (2013) pre-service self-evaluation peer (unknown to observers) and own videos TESOL B ECHTEL & M AYER (2019) pre-service professional vision, self-reflection authentic French/ listening comprehension G IEßLER (2018) pre-service professional vision authentic English/ lexical learning J ANÍK and J ANÍKOVÁ (2019) pre-service professional vision, reflective processes authentic German/ language learning tasks and language skills N IESEN (2018) pre-service professional vision simulated peer (known to observers) and own videos English/ multilingualism-sensitive EFL teaching M INAŘÍKOVÁ et al. (2015) in-service professional vision authentic own, colleagues’ and videos of teachers unknown to observers English/ pupils‘ communicative competence W IPPERFÜRTH (2019) in-service professional vision authentic own and colleagues’ videos English/ listening comprehension/ monolingual EFL teaching Tab. 1: Selection of video-based studies in (foreign) language teacher education Research which focuses on pre-service teacher education mainly looks at the question of how prospective language teachers’ PD can be propelled in video-based settings. A BENDROTH -T IMMER ’ S (2011) study reveals that authentic expert videos serve as teaching models for pre-service teachers and help them put their own aspirations into perspective (cf. ibid.: 33, 36). B AECHER et al. (2013) show how the guided use of model videos can enhance pre-service teachers’ evaluations of their own teaching. In the TUD-SYLBER project, B ECHTEL and M AYER (2019) found that different observation prompts influenced what pre-service French teachers notice in videos of listening comprehension lessons. In the LexLern study, G IEßLER (2018) has suggested the Respect matters: A position paper for standards of good conduct 121 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 implementation of various observation tasks to help pre-service EFL teachers explore video scenarios which illustrate lexical learning. J ANÍK and J ANÍKOVÁ (2019) found that carefully designed instructions supported pre-service teachers in formulating coherent commentaries about student thinking and learning after they had taken part in the online platform “DAF-VideoWeb” (ibid.: 63). With regard to affective aspects, the prospective teachers in N IESEN ’ S (2018) investigation stressed the positive and negative feelings which emerged when analyzing their own and their peers’ teaching videos, such as excitement, pride, shame or embarrassment. In a nutshell, these studies show that a thoroughly structured and prompts-based analysis, allowing for active negotiation of meaning by the observers, can be seen as important quality criteria for the use of videos in pre-service teachers’ PD. These results are in line with the small range of studies focusing on the use of videos in in-service teacher education, yet the focus of these studies rather lies on teachers’ professional knowledge, identity and interactional behavior in video-based trainings. M INAŘÍKOVÁ et al. (2015) reported that when EFL teachers engage in analyses of their own and their colleagues’ teaching videos, their attention gradually changes from focusing on teacher behavior towards the pupils’ development of communicative competences. W IPPERFÜRTH (2019) has shown how different kinds of teacher knowledge operate when teachers elaborate on their own and their peers’ teaching videos. The list of studies mentioned here is not exhaustive. However, and to the best of our knowledge, no study so far has investigated the use of videos to support EFL teachers’ ability to analyze classroom teaching with a focus on the subject-specific domains of multilingualism-sensitivity and transcultural awareness. The question of how they need to be implemented in video-based FL teacher education to spark subject-specific PD is a central concern in our projects LEVEL and TNL. 3. Origins of the RESPECT Principle In the LEVEL project, we have used videos to enable pre-service teachers to notice and engage in EFL teaching that is sensitive to multilingualism and aims at the development of transcultural awareness (cf. E LSNER et al. 2020). Some video samples from this context (figures 4 and 5, page 128 and 130) show critical incidents in classroom interaction and teaching behavior that offer potential for PD in these subject-specific domains, but at the same time pose serious ethical challenges. To address these challenges, we have developed our RESPECT Principle, which informs the use of teaching videos in the TNL project. Unlike LEVEL, TNL aims at the PD of in-service language teachers and clusters around four video-based digital modules in the course of which EFL and German as a second language teachers’ attitudes towards, knowledge about, and ability to conduct teaching which considers multilingualism as a resource and objective and addresses transcultural awareness are to be developed. The RESPECT Principle tries to balance a general appreciation of the experiential 122 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 knowledge of in-service teachers and the need to make visible and reflect upon subject-specific demands and objectives. The following passages illuminate the constitutive parts of the acronym RESPECT, which read as follows: “Rooms for diverse perspectives”, “Establishment of a structured learning setting”, “Shared professional language for mutual understanding”, “Privacy in digital learning surroundings”, “Encouragement for evidencebased perspectives”, “Context and contextualization” as well as “Teambuilding in video discussion groups”. Each of these sub-principles is explained with reference to respective previous research, and accompanied by examples from the TNL project. 3.1 Rooms for diverse perspectives Addressing teachers’ “professional vision” (PV), i.e. their ability to “notice and interpret significant features of classroom interactions” (S HERIN / VAN E S 2009: 20), we present teachers with critical incidents of classroom interaction that demand careful reflection with regard to multilingualism sensitivity or aspects of transcultural awareness. In doing so, we draw on G OODWIN ’s (1994: 606, 626) understanding of PV within which a plurality of visions is inherent: “Professional vision is perspectival, lodged within specific social entities, and unevenly allocated.” According to the author, there is no “neutral vision of objective events unambiguously visible on […] tape”, from which we conclude that in video-based PD teachers need to be provided the space to voice different perspectives (cf. also VAN E S 2012: 190). Differences in perspectives are also observable amongst teachers and course facilitators. What they see in teaching videos, and what they think deserves attention, can be quite disparate. The power dimension involved here is most obvious when preservice teachers discuss videos with their university instructors. It may be less obvious when it comes to experienced teachers, but it would be naïve to assume it does not operate. In line with A RAFEH and M C L AUGHLIN (2002) we would like to stress that the dimension of power involved in the teacher educator/ teacher dynamic is an important ethical issue (ibid.: 21). When teacher educators’ and teachers’ visions do not match, it is often the case that the latter is perceived as inferior or deficient. As L EFSTEIN and S NELL (2011: 507) put it: “[O]ne correct way of seeing is authorised as professional; deviations from it are positioned as lacking in expertise.” In TNL, we include teachers’ perspectives in various contexts. For example, when the notion of multilingualism sensitivity is introduced, teachers are invited to share their thoughts and experiences on this aspect in a more general sense first while commenting on a selection of newspaper articles (figure 1). Respect matters: A position paper for standards of good conduct 123 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 Fig. 1: Task material (TNL introductory module) Not only does this openness value teachers’ perspectives, it also informs course instructors about which aspects to draw upon in follow-up discussions with teachers. In a similar vein, open questions are used in the initial encounters with video excerpts showing critical incidents: “What do you think is noteworthy about the way the teacher acts in the clip? Do you think teacher behavior contributes to pupils’ learning processes? Please choose examples of what, from your perspective, strengthens the pupils’ learning (and what does not). What makes you think so? ” Our tasks are grounded in the conviction that teaching innovations such as multilingualism sensitivity and transcultural awareness must not be dealt with in a normative sense, i.e. we reject an understanding of professional vision as “good” or “correct” as long as it is “well-aligned with the goals of reform”, a perception which has become known as “professional vision for reform teaching” ( VAN E S / S HERIN 2008: 244). 3.2 Establishment of a structured learning setting Video-based teacher PD programs differ in their degrees of structuring and guidance. Guided settings have been associated with “systematic” PD (K RAMMER et al. 2015: 127), but these settings might also be prone to a “mimicking effect” (G AUDIN / C HAR - LIÈS 2015: 56). When this effect occurs, teachers “simply express more of what they perceive are the ‘right’ reform-minded ideas […]” (ibid.: 56). What is of interest here 124 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 is the context which frames this shortcoming: Classroom videos which show innovative teaching approaches (“reform-minded ideas”), such as multilingualism-oriented approaches in the context of EFL, seem to demand for specifically structured videobased PD settings to avoid simple imitation of these ideas. In TNL, we have implemented a structured stetting for video observation and analyses. As can be seen in the example below (figure 2) from the module ‘enhancement of target language and multilingual competence’, teacher observation is scaffolded by initial guidance which is then slowly withdrawn: First, the teachers’ attention is directed towards a specific scene in the video which illustrates the introduction of a multilingual task. To avoid pre-mature judgments, the scene is to be described first. Teachers are then to notice theoretical concepts of multilingualism-sensitive teaching, which have been elaborated on earlier in the module. In a more inductive manner, observers are then to identify two scenes which mirror multilingualism-sensitive elements. The learning objective pursued with this approach covers teachers’ ability to recognize elements of multilingualism-sensitive EFL teaching and learning and serves as an important step towards enhancing their PV (section 3.1) by identifying video scenes which demand for multilingualism-sensitive teaching. Fig. 2: Video observation tasks (TNL module 3) 3.3 Shared professional language for mutual understanding Language is of particular importance during video analyses. W IPPERFÜRTH (2015) identified various functions of professional language in video-based “teacher network” discussions such as enabling novice and more experienced teachers to discuss specific aspects of observed teaching and carry out in-depth video analyses and reflections (cf. ibid.: 83f., 163-165). Besides uncovering teachers’ (“ambivalent”) perceptions of the use of professional language, she emphasizes the intertwined rela- Respect matters: A position paper for standards of good conduct 125 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 tion between a shared professional language, shared teaching experiences and shared professional vision (cf. ibid.: 83, 183). Another aspect is worth mentioning here: When teachers and facilitators use different terms for the same phenomenon or the same term for different phenomena, misunderstandings are likely to occur. Misunderstandings, in turn, can be a threat to group dynamics and distract video observants from in-depth video analysis. U LEWICZ and B EATTY (2001) have strongly argued for the development of a “shared language of practice” to avoid “vague generalities” and, instead, add depth to video observations through the use of accurate language. Language also plays an important role when teachers’ identities come into play during video discussions. As M ACLEAN and W HITE (2007) have noted, the way novice teachers whose teaching videos were subject to analyses formed their “identity as competent teachers […] by the use of professional teacher language to justify their actions as seen in the video” (ibid.: 53). Not only do classroom videos require the use of precise language, they also serve to create it (cf. K RAMMER / R EUSSER 2005). Facilitators can and should stimulate teachers to describe in detail what they see in a video. The use of observation tasks aiming at teachers’ abilities to precisely describe “in-depth structures of teaching” with appropriate “technical terminology” (S CHRAMM / B ECHTEL 2019: 4; our trans.) is an important step towards enabling teachers to analyze their own professional actions through subject-specific terminology (cf. B ROUWER 2014). Figure 2 above shows how the use of precise language is established in the TNL project with a focus on multilingualism-sensitive teaching. When teachers identify scenes in the classroom video which mirror multilingualism-sensitive teaching approaches, they are explicitly requested to use precise terminology to name these approaches (“Please try to label the aspects identified using scientific terminology”). Additional reference is made to a terminological glossary, which defines basic concepts such as “first”, “second” or “foreign language” alongside more specific notions such as “language maintenance” or “language transfer”. The provision of technical terms in glossaries has been put in relation to teachers’ understanding for they are considered as bases for students’ declarative, procedural, and even metacognitive knowledge about teaching processes, and serve as a springboard for their professional development (cf. F REY / J ÄGER 2008: 733). 3.4 Privacy in digital learning surroundings The use of digital tools has been established in video-based teacher education (cf. N IESEN et al. 2020) as “[m]odern technologies make it possible to store systematically video clips […]” [sic! ] (J ANÍK et al. 2009: 208). The seemingly infinite options created by technology pose a number of challenges: What happens when classroom videos are not analyzed by observants in “the privacy of their computer station” (J ANÍK et al. 2009: 213), but, instead, in virtual learning settings and online discussion forums? Is it justifiable to spread teaching videos, especially when ordinary or even flawed teaching is shown, just because technology offers the opportunity to do so? 126 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 It is our firm belief that our actions as TNL course developers and instructors need to be judged by an “ethic of responsibility in a teleologic sense” shaped by “integrity” (T RAUTMANN 2018: 110f.). We take specific measures to meet this responsibility. First, in some of the videos used, the course instructors put themselves up for discussion by acting as teachers in EFL classrooms. Second, in a more technical sense, TNL participants’ privacy is protected when using the course platform and the e-portfolio, which facilitate the sharing of video-based reflection tasks, self-designed teaching materials, and other artefacts such as pictures, audio recordings or short films and allow for the provision of feedback. It goes without saying that every teacher determines who has access to their artefacts, especially when they include personal information of the teachers’ cultural affiliations and experiences or their language learning biographies. As such information is deeply rooted in personal identity structures it must be the teachers themselves to decide whether or not to share it - and with whom. 3.5 Encouragement for evidence-based perspectives Video-based PD requires encouragement for precise analysis, i.e. for a differentiated professional vision and well-founded reasoning. When expressing observations, evaluations and suggestions teachers need to be encouraged to adopt a micro-analytic perspective and refer back to specific situations in the classroom videos, a point which has been stressed by both, facilitators and teachers alike (cf. K RAMMER / R EUSSER 2005; S ACHER 2010). Teachers need to be encouraged to “identify interpretive questions or disagreements and then attempt to resolve them through close and specific attention to the available evidence in the recording” (L EFSTEIN / S NELL 2011: 512). In TNL, we engage teachers in controversial discussions and challenging assessments of classroom sequences. In the final part of the module that focuses on diagnosing transcultural competences, for example, we use a video excerpt from an English literature class that documents a complex negotiation of questions of origin and belonging (figure 3). The teachers need to assess whether the sequence is to be regarded as best practice or improvable practice concerning the topical focus, i.e. they have to focus on a selected subject-specific aspect and base their arguments closely on evidence from the recording. Respect matters: A position paper for standards of good conduct 127 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 Fig. 3: Study unit on diagnosing transcultural competences (TNL module 2) Another example (figure 4, page 128) illustrates the tension between the potential classroom recordings offered for in-depth analysis of content-based interaction and the problem of exposure. The scene is from a literature-based English lesson and documents a discussion of the novel The Reluctant Fundamentalist (H AMID 2013), which tells the story of the radicalisation of a Pakistani immigrant to the United States in the wake of 9/ 11. The class reflects upon the reason for the protagonist’s development and explores the influence of one’s outward appearance on the perception by others. The teacher’s remark in ll. 12-13 is of particular interest as the statement on human skin colours is a clear instance of everyday racism (cf. S CHRAMKOWSKI / I HRING 2018) which might have gone unnoticed in classroom interaction if it was not for a close analysis of the transcript. While the teacher probably intends no harm, the remark contributes to problematic and simplistic categorisations of people. 1 Sf6: kann man sagen dass Changez äh sich geändert hat weil er einfach nicht akzeptieren konnte dass 2 die Menschen in seinem Umfeld andere Menschen nach ihrem Aussehen und nach ihrer Herkunft 3 beurteilen und nicht nach ihrer Persönlichkeit und ihren Charakter und der die damit so- 4 LP3: well, it’s not about him really I mean that’s a natural process that you can’t accept this because that’s 5 not what his real personality is eh all about (.) and that’s natural; I mean he changed because of 9/ 11 6 basically. Because of he forgotten- 7 Sf6: ja aber weilweil die meisten Leute dann gedacht haben er ist ein potentialer Terrorist. 8 LP3: hm: : yes 9 Sf6: und deshalb changed er. Weil die Leute dachten immer he is a potential terrorist. [LP3: yeah] 10 irgendwie (for the patriots with his beard.)  128 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 11 LP6: but also- I mean if you can’t identify with people who don’t look like you that’s also natural. So 12 someone being black will always be looked at, 13 Sf? : ehrlich? 14 S? : Sf4 von mir auch weil der schwarz ist. 15 LP3: yewell yeah. ehm but (.) still. Fig. 4: Excerpt from literature-based classroom interaction (K REFT / V IEBROCK 2020) By making visible certain pitfalls from a subject-specific perspective, teachers are provided with the opportunity to develop their transcultural awareness and adapt their actions accordingly. At the same time, we are aware of a danger of exposing the teacher’s lack of racial sensitivity that comes along with highlighting and singling out the teacher’s actions from a specific perspective in what is otherwise a highly complex situation. However, the learners’ ironic reactions in ll. 13-14 show that they have realised the teacher’s misapprehension and lack of awareness here, again stressing the need for PD. 3.6 Context and contextualization When teachers are shown videos of unfamiliar settings or unknown teaching, the provision of context information about the group of learners, teaching objectives etc. is of indispensable value (cf. K LEINKNECHT / S CHNEIDER / S YRING 2014). Videos alone only capture behavior in a specific situation at a specific point in time, and, depending on the camera angle and field size, only parts of what happens in a classroom. Contextual material such as lesson plans or pupils’ learning products can provide teachers with additional perspectives for analyzing aspects of classroom interaction or learning outcome. In spite of its importance, the provision of context information or detailed information requires careful considerations: The more detail is provided, e.g. clearly visi- Respect matters: A position paper for standards of good conduct 129 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 ble faces and classrooms in teaching videos, the more one may enter dangerous ethical (and legal) fairways. The tension between detailed information and privacy issues (section 3.4) has also been acknowledged from a research perspective which fears a change of data in undesirable ways: “The question of what constitutes a significant alteration of the data to render the video less amenable to particular analyses is a sticky one” (A RAFEH / M C L AUGHLIN 2002: 11). In TNL, we prioritize privacy issues and considerations of good conduct over research interests, but trust that teachers will be provided with sufficient information to gain valuable insights and advance in their PD. Figure 2 (section 3.2) illustrates the provision of context information prior to video analysis: Pupils’ learning prerequisites and teachers’ learning objectives are specified. Moreover, TNL participants are provided with information about what guided teacher behavior in the lessons filmed (the attempt to create a teaching example of multilingualism-sensitive ways to include pupils’ first languages in the learning process). 3.7 Teambuilding in video discussion groups The notions of identity and face are of importance when establishing a community of teachers in video-based education. Following M ACLEAN and W HITE (2007), “[t]eacher identity is unstable and in continual flux” as well as “inextricably linked to professional practice and to continued professional learning and development” (ibid.: 48). In addition, the notion of face has received considerable attention in research on video-based teacher PD programs. It can have a major impact on what teachers think can legitimately be talked about in video discussion groups (cf. L EFSTEIN / S NELL 2011). S ACHER (2010: 106f.; our trans.) points out that face is mutually constructed by oneself and others, in a sense that the ways we want to be perceived is (or not) confirmed by other’s reactions. So-called “face-work” denotes efforts in potentially face-threatening situations, either to protect one’s own face, or to save somebody else’s face. Face-saving activities also help secure teambuilding and a respectful working atmosphere between teachers and PD course facilitators. This is by no means trivial, as it has been reported that teachers involved in video-based inquiry stood together “posing a united front against the researchers’ criticism” (L EFSTEIN / S NELL 2011: 21). The following example serves to illustrate a face-threatening situation for a student due to critical classroom behavior by her peers. Figure 5 shows an excerpt from a 6 th grade that is engaged in language comparisons on a lexical level. Pupils were encouraged to name items depicted on pictures in their first languages. The teacher intended to write these terms down on an overhead transparency next to the respective English expressions. 130 Heike Niesen, Annika Kreft, Britta Viebrock, Daniela Elsner DOI 10.2357/ FLuL-2021-0022 50 (2021) • Heft 2 1 LP: ok, let’s talk about the pictures and the words (.) [name of student S1] 2 S1: Das ist aber komisch auszusprechen (.) 3 LP: It’s ok 4 S1: kitap [Arabic word for ‚book‘] 5 Class bursts with laughter Fig. 5: Excerpt from multilingualism-sensitive EFL teaching (unpublished) The video uncovers the challenges of multilingualism-sensitive teaching: After a student adds a term in her first language (l. 4), she is laughed at because the pronunciation of the term sounded unfamiliar to her peers. Pupils may feel awkward about using their first languages in class and may even feel humiliated by their peers’ reaction (cf. E LSNER 2010). Situations like this call for the teacher’s ability to raise pupils’ awareness of differences between languages and how language comparisons can be used strategically for further language learning. We take a number of measures in TNL to establish a community whose joint concern it is to foster its members’ PD, including the stimulation of online communication and exchange (forum, topical discussion groups encouraging teachers to share their practical teaching experiences with multilingualism-sensitive and transcultural teaching). To avoid teachers having to defend their face or protect their identity, not everything that can be discussed will ultimately be discussed. For example, in TNL teachers can analyze teaching videos individually before they do so with a colleague and, finally, in a group. It is up to the instructors to be sensitive towards teachers’ attempts to defend their face in group discussions. Further, there is room for teacher self-evaluation, especially in the e-portfolio. Here, teachers may document and deal with their personal learning process without any kind of pressure. 4. Conclusion and outlook We have presented seven standards of good conduct which derived from the LEVEL project and the TNL teacher PD course. We understand these standards as appreciative Respect matters: A position paper for standards of good conduct 131 50 (2021) • Heft 2 DOI 10.2357/ FLuL-2021-0022 and shaped by trust and respect. None of the principles outlined unfolds its potential in isolation, rather, they build on each other and are mutually dependent: For instance, the inclusion of teachers’ perspectives on multilingualism-sensitive and transcultural EFL teaching and learning need to be transferred to structured video observation tasks and group discussions. These discussions, in turn, need to be guided by instructors who are sensitive to teachers’ attempts to express their thoughts while simultaneously adjusting their guidance towards the intended learning objectives. Although the RESPECT Principle originated from a specific context here, it can be assumed that it is of relevance for other domain-specific video-based teacher PD programs as well, albeit with a change in focus: For example, the subject-specific challenges teachers of physical education face when being filmed and, possibly, exposed will probably differ from those relevant for EFL teachers. Hence, the specifics of the RESPECT Principle might have to be slightly adapted. One thing, however, is of utmost importance, namely that the quality of teacher PD endeavors should be measured against to what extent they are guided by RESPECT. Acknowledgements The LEVEL project and TNL are part of the “Qualitätsoffensive Lehrerbildung”, a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The programme is funded by the Federal Ministry of Education and Research. The authors are responsible for the content of this publication. 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