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

本研究调查了基于视频的教学实践，然后通过电子协作论坛（ECDF）进行集中小组讨论对教师能力发展的影响。对30名伊朗英语作为外语教师的教师能力变化趋势进行了定量和定性测量。首先，使用新设计和验证的教师评估问卷，名为教师平衡计分卡（TBSC），从教师、学生和管理的角度定量说明教师能力的发展，包括临床、批判、技术和个人能力。在数量上，监管者的 根据预先确定的数据编码模式，通过对 ECDF 的日志分析进行真实的课堂非参与者观察和主题启发，有助于在前测/后测设计中记录教师能力发展的 TBSC 测量证据。多变量方差分析结果表明，技术和临床能力发生了显着变化。ECDF日志分析中的主题启发意味着应重新审视技术整合所需的基础设施、其使用的文化培养、其在为教师评估建立非威胁性支持平台中的作用及其在教师反思、变革启动和管理中的潜力在高层决策和地方层面。