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In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Yıl 2022, Cilt: 15 Sayı: 3, 639 - 660, 31.07.2022
https://doi.org/10.30831/akukeg.1039752

Öz

Reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers' opinions about the use of video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers’ Reflection Reports written for twelve weeks about one recorded lesson per week, and a Post-interview Protocol after the 12-week video-based self-reflection period. The main findings show that the teachers’ video-based self-reflections constitute nine categories and two weeks of video-based self-reflection process resulted in changes in terms of density and content in teachers’ opinions about the use of video-based self-reflection.

Proje Numarası

201033031

Kaynakça

  • Cheung, R. (2009). The use of self-assessment to foster students' learning in teacher education: An experience in teaching practice. Action in Teacher Education, 31(1), 49-57.
  • Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39(9): 86–97. doi:10.14221/ajte.2014v39n97.
  • Cranton, P. (2001). Interpretive and critical evaluation. New Directions for Teaching and Learning, 2001(88), 11-18.
  • deBettencourt, L. U., & Nagro, S. A. (2018). Tracking special education teacher candidates' reflective practices over time to understand the role of theory in clinically-based teacher preparation. Remedial and Special Education. Advance online publication. doi:10.1177/0741932518762573.
  • Dewey, J. (1933). How we think. New York: Heath.Goldman, R., R. Pea, B. Barron, and J. D. Sharon. 2007. Video Research in the Learning Sciences. Mahwah: Lawrence Erlbaum Associates, Inc.
  • Farrell, S. C. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers, International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. doi: 10.1080/13670050.2019.1612840.
  • Jao,L., Sahmbi, G., & Huang, Y. (2020). Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course, The Teacher Educator, 55(1), 47-65. doi: 10.1080/08878730.2019.1637986
  • Jaworski, B. (1998). Mathematics teacher research: Process, practice and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31. Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching?. Teaching and Teacher Education, 33, 13-23.
  • Körkkö, M., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using a video as a tool for reflective practice. Educational Research, 61(1), 22–37.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco: Jossey-Bass.
  • Nagro, S. A. (2019). Reflecting on others before reflecting on self: Using video evidence to guide teacher candidates' reflective practices. Journal of Teacher Education. Advance online publication. https://doi.org/10.1177/002248711987270.
  • Nagro, S. A., deBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The effects of guided video analysis on teacher candidates' reflective ability and instructional skills. Teacher Education and Special Education, 40(1), 7–25. https://doi.org/10.1177/0888406416680469.
  • Nagro, S. A., Hirsch, S.E, & Kennedy, M. J (2020). A self-led approach to improving classroom management practices Using video analysis. Teaching Exceptional Children.https://doi.org/ 10.1177/0040059920914329.
  • Prieto, L. P., Magnuson, P., Dillenbourg, P. & Saar, M. (2020). Reflection for action: designing tools to support teacher reflection on everyday evidence, Technology, Pedagogy and Education, 29(3), 279-295. doi. 10.1080/1475939X.2020.1762721
  • Ross, J. A. & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
  • Ruffinelli, A, Hoz, S. & Álvarez, C. (2020). Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice. Reflective Practice, 21(1), 54-67. doi: 10.1080/14623943.2019.1708712
  • Sablić, M., Mirosavljević, A., & Škugor, A. (2020). Video‑Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Technology, Knowledge and Learning https://doi.org/10.1007/s10758-020-09455-5.
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Shanahan, L. E., & A. L. Tochelli (2014). Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction with Elementary Teachers. Literacy Research and Instruction, 53 (1), 1–24. doi:10.1080/19388071.2013.827764.
  • Sherin, M., & van Es, E. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Tripp, T. R., & P. J. Rich. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education, 28(5), 728–739. doi:10.1016/j.tate.2012.01.011.
  • Towndrow, P. A., & Tan, K. (2009). Teacher self‐evaluation and power. Teacher Development, 13(3), 285-295.
  • van Veen, K., Zwart, R., & Meirink, J. (2012). What makes teacher professional development effective? A literature review. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 3–21). Routledge.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative Studies in Social Sciences. Ankara: Seçkin Yayınları.
Yıl 2022, Cilt: 15 Sayı: 3, 639 - 660, 31.07.2022
https://doi.org/10.30831/akukeg.1039752

Öz

Destekleyen Kurum

TED Üniversitesi

Proje Numarası

201033031

Teşekkür

Editörlük makamına ve tüm hakemlere çalışmamızı incelemek üzere verdikleri emekten dolayı teşekkür ederiz.

Kaynakça

  • Cheung, R. (2009). The use of self-assessment to foster students' learning in teacher education: An experience in teaching practice. Action in Teacher Education, 31(1), 49-57.
  • Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39(9): 86–97. doi:10.14221/ajte.2014v39n97.
  • Cranton, P. (2001). Interpretive and critical evaluation. New Directions for Teaching and Learning, 2001(88), 11-18.
  • deBettencourt, L. U., & Nagro, S. A. (2018). Tracking special education teacher candidates' reflective practices over time to understand the role of theory in clinically-based teacher preparation. Remedial and Special Education. Advance online publication. doi:10.1177/0741932518762573.
  • Dewey, J. (1933). How we think. New York: Heath.Goldman, R., R. Pea, B. Barron, and J. D. Sharon. 2007. Video Research in the Learning Sciences. Mahwah: Lawrence Erlbaum Associates, Inc.
  • Farrell, S. C. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers, International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. doi: 10.1080/13670050.2019.1612840.
  • Jao,L., Sahmbi, G., & Huang, Y. (2020). Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course, The Teacher Educator, 55(1), 47-65. doi: 10.1080/08878730.2019.1637986
  • Jaworski, B. (1998). Mathematics teacher research: Process, practice and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31. Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching?. Teaching and Teacher Education, 33, 13-23.
  • Körkkö, M., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using a video as a tool for reflective practice. Educational Research, 61(1), 22–37.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco: Jossey-Bass.
  • Nagro, S. A. (2019). Reflecting on others before reflecting on self: Using video evidence to guide teacher candidates' reflective practices. Journal of Teacher Education. Advance online publication. https://doi.org/10.1177/002248711987270.
  • Nagro, S. A., deBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The effects of guided video analysis on teacher candidates' reflective ability and instructional skills. Teacher Education and Special Education, 40(1), 7–25. https://doi.org/10.1177/0888406416680469.
  • Nagro, S. A., Hirsch, S.E, & Kennedy, M. J (2020). A self-led approach to improving classroom management practices Using video analysis. Teaching Exceptional Children.https://doi.org/ 10.1177/0040059920914329.
  • Prieto, L. P., Magnuson, P., Dillenbourg, P. & Saar, M. (2020). Reflection for action: designing tools to support teacher reflection on everyday evidence, Technology, Pedagogy and Education, 29(3), 279-295. doi. 10.1080/1475939X.2020.1762721
  • Ross, J. A. & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
  • Ruffinelli, A, Hoz, S. & Álvarez, C. (2020). Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice. Reflective Practice, 21(1), 54-67. doi: 10.1080/14623943.2019.1708712
  • Sablić, M., Mirosavljević, A., & Škugor, A. (2020). Video‑Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Technology, Knowledge and Learning https://doi.org/10.1007/s10758-020-09455-5.
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Shanahan, L. E., & A. L. Tochelli (2014). Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction with Elementary Teachers. Literacy Research and Instruction, 53 (1), 1–24. doi:10.1080/19388071.2013.827764.
  • Sherin, M., & van Es, E. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Tripp, T. R., & P. J. Rich. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education, 28(5), 728–739. doi:10.1016/j.tate.2012.01.011.
  • Towndrow, P. A., & Tan, K. (2009). Teacher self‐evaluation and power. Teacher Development, 13(3), 285-295.
  • van Veen, K., Zwart, R., & Meirink, J. (2012). What makes teacher professional development effective? A literature review. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 3–21). Routledge.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative Studies in Social Sciences. Ankara: Seçkin Yayınları.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sühendan Er 0000-0002-0317-2356

Zerrin Toker 0000-0001-9660-0403

Seçil Yücelyiğit 0000-0002-6886-5997

Proje Numarası 201033031
Erken Görünüm Tarihi 31 Temmuz 2022
Yayımlanma Tarihi 31 Temmuz 2022
Gönderilme Tarihi 23 Aralık 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 15 Sayı: 3

Kaynak Göster

APA Er, S., Toker, Z., & Yücelyiğit, S. (2022). In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Journal of Theoretical Educational Science, 15(3), 639-660. https://doi.org/10.30831/akukeg.1039752