La filmación de clase en contexto de colegialidad: estrategia que favorece los procesos reflexivos respecto de la práctica pedagógica

Mella, Jéssica Bórquez; Garrido-Osses, Sandra; Flores-Gajardo, Luzmila

doi:10.20511/pyr2020.v8nspe1.500

Cited by 2 publications

(2 citation statements)

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“…Similarly, Nocetti de la Barra and Medina Moya (2018) revealed that watching videos generates a bidirectional reflective experience; that is, not only the person presenting but also the person watching the video reflects on the practice. Accordingly, creating experiences in which teachers watch videos of their own practice enables them to focus more on students and their learning (Tripp & Rich, 2012), and to rediscover their professional functioning that could help them become aware of their own way of teaching, and of what they know, and what they do as teachers, thus bringing them closer to an epistemology that underlies classroom practice (Borquez-Mella et al, 2020).…”

Section: Video-mediated Strategy For Promoting Reflection On Educatio...mentioning

confidence: 99%

“…Similarly, some studies have stated that, in addition to the reflective potential of watching videos, this strategy also stands out for promoting research on classroom practice (Tenorio Troncoso & López Norena, 2018), and identifying and underpinning teaching activities, elements that are essential for gaining theoretical knowledge and building practical knowledge (Borquez-Mella et al, 2020). MoEoC (n.d.-a), acknowledge that the video-mediated strategy promotes collaborative work in schools and encourages professional teacher training.…”

Section: Video-mediated Strategy For Promoting Reflection On Educatio...mentioning

confidence: 99%

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Teachers´ Reflective Experience Through Classroom Video Observation

Sáez-Lantaño,

Nocetti-de-la-Barra

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.</p>

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Section: Video-mediated Strategy For Promoting Reflection On Educatio...mentioning

confidence: 99%

Section: Video-mediated Strategy For Promoting Reflection On Educatio...mentioning

confidence: 99%

Teachers´ Reflective Experience Through Classroom Video Observation

Sáez-Lantaño,

Nocetti-de-la-Barra

2023

EUROPEAN J ED RES

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Clase grabada en la evaluación de desempeño profesional docente: satisfacción, desempeño e imprevistos

Sepulveda Obreque,

Minte Münzenmayer,

Peña Troncoso

et al. 2023

Rev. Colomb. Educ.

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El presente artículo de investigación se centró en la clase grabada, la cual forma parte del portafolio, uno de los cuatro instrumentos de evaluación del desempeño profesional docente en Chile. De esta forma, se investigó acerca de la experiencia de la clase grabada en profesores de educación básica. El objetivo fue analizar el nivel de satisfacción de los profesores respecto a su clase grabada en el contexto de su evaluación docente; específicamente, la percepción acerca de su desempeño, los imprevistos afrontados, las decisiones tomadas y la reflexión acerca de la clase realizada; así mismo, cómo la reflexión contribuye a la mejora de la propia práctica pedagógica. El método de investigación fue cualitativo, utilizándose como técnica la entrevista semiestructurada, la cual se aplicó a 20 profesores de escuelas municipales de la provincia de Osorno sometidos a evaluación el año 2018, cuyos resultados se conocieron el año 2019. Los datos recabados se ingresaron al programa Atlas Ti. Se construyeron redes semánticas y, desde aquí, la interpretación y el análisis de los resultados. Entre los hallazgos, se evidencia en los docentes un alto grado de satisfacción con la clase grabada, lo cual atribuyen a la planificación de la clase, a aspectos vinculados con las propias competencias profesionales y al desempeño de los estudiantes en la clase. En conclusión, el nivel de satisfacción respecto del desempeño en la clase grabada está relacionado con la planificación, el dominio del contenido y la capacidad de promover la participación de los estudiantes.

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La filmación de clase en contexto de colegialidad: estrategia que favorece los procesos reflexivos respecto de la práctica pedagógica

Abstract: Este artículo se distribuye bajo licencia CC BY-NC-ND 4.

Cited by 2 publications

References 2 publications

Teachers´ Reflective Experience Through Classroom Video Observation

Teachers´ Reflective Experience Through Classroom Video Observation

Clase grabada en la evaluación de desempeño profesional docente: satisfacción, desempeño e imprevistos

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