Search results for: Video
Page 1/4 35 items
Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers
This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Updated: Dec. 05, 2021
Learning to Think like a Teacher: Effects of Video Reflection on Preservice Teachers’ Practice and Pedagogy
This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers’ pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers.
Updated: Nov. 11, 2021
Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills
Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, the authors examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. They found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.
Updated: Sep. 09, 2021
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.
Updated: Aug. 03, 2021
Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers’ skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers’ skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one’s own effective classroom interactions. Thus, enhancing preservice teachers’ noticing skills serves as an important target for current and future teacher training.
Updated: Jun. 06, 2021
Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors’ teaching practice. To address this gap, the authors devised a professional development programme that incorporated video-recorded observations, informal student feedback, self-reflection, and peer mentoring. Twelve tutors and six mentors participated in the programme. Data included focus group interviews and audio-recorded meetings between mentors and tutors. Benefits to tutors included enhanced self-reflection, collegiality, increased confidence in teaching ability, and positive outcomes for their students’ learning. The interdisciplinary pairing of tutors and mentors resulted in dialogue that was non-evaluative, supportive, and collegial. The authors argue that video-recorded observations combined with peer mentoring and student feedback can enhance teaching quality by providing tutors with contextual, relevant, and individualised professional development.
Updated: May. 15, 2021
Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education
The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, the author’s investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
Updated: Oct. 30, 2020
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Updated: Oct. 23, 2020