The value of video in professional development to promote teacher reflective practices

Reitano, Paul; Sim, Cheryl Rae

doi:10.5172/mra.2010.4.3.214

Cited by 21 publications

(7 citation statements)

References 21 publications

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“…The recent expansion in the focus of research into social workers' communication with children has been accompanied by a similar diversification in the methods used to gather research data. VSR is commonly understood as a method to support practitioners to reflect upon their practice and to recall or articulate their underlying assumptions, biases, and/or professional theories (Cherrington & Loveridge, 2014;Reitano & Sim, 2010). Although the use of video review for exploring professional practice is not entirely new (Birkholm Antczak, Mackrill, Steensbaek, & Ebsen, 2017;Van Nijnatten & Stevens, 2012), and audio recording has been used to elicit participant accounts (Slembrouck and Hall, 2017), the use of video footage as part of a stimulated recall process in social work contexts is unique.…”

Section: Contextualizing Communicative Practices In Child Care Socimentioning

confidence: 99%

Social workers' reflexive understandings of their “everyday” communications with children

Hadfield

Ruch

Winter

et al. 2019

Child & Family Social Work

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Over the past two decades, the use of ethnographic research methods, in combination with a range of discursive, conversational, and multimodal analytical approaches, have provided vivid accounts of the complex nature of social workers' everyday communication. This paper discusses the potential and the problems of combining a video‐stimulated recall methodology with an explicit theoretical framework, in order to generate critical reflexive “insider” accounts of social workers' direct encounters with children. The framework employed was based on an adaptation of Goffman's concepts of “framing” and “footing,” which were integrated into an analytical process designed to theorize social workers' critiques regarding the nature of their communication with children. Three detailed case exemplars are used to demonstrate the potential of this methodology to explore the “delicate” agency required by social workers in the practice of authentic communication in complex professional inquiries with children. The paper concludes with a brief discussion of the theoretical and practical issues associated with utilizing reflexive methodologies in professional contexts.

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Section: Contextualizing Communicative Practices In Child Care Socimentioning

confidence: 99%

Social workers' reflexive understandings of their “everyday” communications with children

Hadfield

Ruch

Winter

et al. 2019

Child & Family Social Work

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“…Furthermore, video-based reflection also helped teachers to recall their mind about their teaching practice. A complete visualization can be fetched through this mean for video enable teachers to relive the elements of teaching scenario and verbalize unarticulated ideas [4,9] to review classroom experiences [6,28,29] and to reconsider classroom decision [4,16,20,30]. Therefore, it can be said that seeing the video are playing the memory inside the mind automatically.…”

Section: A Benefits Of Video-based Reflectionmentioning

confidence: 99%

“…Nevertheless, reflective practice is a professional standard for Indonesian teachers since it was mandated in Indonesian Ministry of National Education law no 16 in 2007. As a 'standard', it is expected that the teachers are not only 'do' this but also able to demonstrate to others evidence of this as their professionalism hallmark [1,4]. Therefore, there is an urgent need to support such practice in order to internalize it into the teachers' routine to ensure their professionalism commitment.…”

Section: Introductionmentioning

confidence: 99%

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Hamidah¹,

Yusuf²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Doing reflective practice is a hallmark of teachers' professionalism in the world. One means to achieve it is through structuring the reflective practice via technology. Unfortunately, it was found rare in of Indonesian classroom practice. The central issue of this study is to uncover benefits and drawbacks of video-based reflection within Indonesian in-service teachers' professional development. Qualitative case study design was used to illuminate and declared every details of them over triangulating through three kinds of data; three reflective writings, a semi structure interview, and three field notes of three videotaped-classroom observation. It was found that video-based reflection helped teachers to notice actual teaching and learning events which actually need their immediate "helps". It also grants the teachers to recognize and evaluate their own aspect of teaching and also allowed the teachers to plan precise "response" to their subsequent lesson. The drawbacks of video-based reflection was detected on its technical constraints: condition of the device, teachers' familiarity to the process, and involvement of other party who took part as the camerapersons. Time of the process conduction was also contributed as one of its drawbacks. It suggests to result in earnest and worthy circumstances of classroom practice that should be internalized into the teachers' self-praxis to fulfill the advisability principle as a professional teacher and accompanied by device compliance to give optimum facilitation and accommodation for teacher professional development.

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“…teachers) to recall their own thoughts at the time of observation (i.e. teaching), focusing on specific points of interest (Reitano & Sim, 2010). VSR provides the teacher with time to reflect and revisit the recorded classroom scenes at any time and to repeatedly do so (Reitano, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

Radišić¹,

Baucal²

2016

Psihol istra

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This paper has emerged from a research project based on exploring the interplay between teachers' beliefs about teaching and learning and their registered practices in language and math classes at an upper secondary level. The text describes one aspect of the research project which involved developing a more in-depth understanding of teachers' beliefs about the teaching and the learning process in the classroom settings. The topic was explored through interviews with 13 teachers involved in this stage of the project. The interviews applied video stimulated recall with selected clips from the teachers' classrooms, and were analysed as part of the research. Data from the video stimulated interviews with the teachers were one of the essential components of the project allowing for the teachers' perspective to be heard and thus acknowledging them as important partners in the research. The paper reports findings from the interviews on how teachers interact with the videos and how their inputs have framed consequent stages of the analysis, in return shaping the researchers' understanding of particular classroom practices.

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The value of video in professional development to promote teacher reflective practices

Cited by 21 publications

References 21 publications

Social workers' reflexive understandings of their “everyday” communications with children

Social workers' reflexive understandings of their “everyday” communications with children

Video-Based Reflection: Benefits and drawbacks for teacher professional development

Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

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