Video as a Tool in Teacher Learning

Baecher, Laura; Connor, David J.

doi:10.1080/1547688x.2015.1066912

Cited by 8 publications

(5 citation statements)

References 4 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…He highlighted how assessment and advice can foster reflection indirectly because his sample did not explicitly integrate in reflective practices but, rather, he managed to do that. However, it has been noted that providing teachers with feedback on their teaching behaviors through external evaluation of their performance makes some teachers, unfortunately, feel that it is a political enactment of supervisory control rather than a tool for professional growth (Baecher et al, 2014).…”

Section: Definition Of Reflectionmentioning

confidence: 99%

Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection

Algraini

2024

EJELLS

View full text Add to dashboard Cite

This study investigated the effect of the post-observation conferences conducted by supervisors on teachers’ professional growth through assessing teachers’ reflection as an important type of thought. The sample consisted of 30 Saudi EFL (English Foreign Language) female participants divided into 10 supervisors and 20 teachers. Structured interviews were used to investigate the participants’ perceptions towards those supervisory meetings. The data analysis asserted that the participants stated that the post-observation meetings contribute to teacher professional development through practicing the reflective teaching, but in the way they understand the term ‘reflection’. This misunderstanding by some is due to the fact that they were not familiar with the proper meaning of reflection. Consequently, the teachers cannot reflect appropriately and critically upon their practices.

show abstract

Section: Definition Of Reflectionmentioning

confidence: 99%

Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection

Algraini

2024

EJELLS

View full text Add to dashboard Cite

show abstract

“…Likewise, Yücel et al (2016) also showed the effectiveness of videocoaching in EFL teachers' professional development. Videos have affective advantages in that some teachers, who have the fear of being observed and refrain from it, can self-observe themselves using their own footage, which can reverse such kind of affective considerations with regard to observation (Baecher & Connor, 2016). Furthermore, videos of professional teachers modelling the use of certain methods can support pre-service teachers to procure a well-founded knowledge of theory (Darling-Hammond & Bransford, 2007) and teachers have the opportunity to observe a wide range of diverse learning contexts that would otherwise be impossible to have access to (Bayram, 2012).…”

Section: Video-based Reflection In Teacher Education and Professional...mentioning

confidence: 99%

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Çekiç

Korkmazgil

2022

Dil Eğitimi Ve Araştırmaları Dergisi

View full text Add to dashboard Cite

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

show abstract

“…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%

“…Teachers cannot pay equal attention to all classroom events and in fact only focus on their favorable events while critical events are overlooked either from teachers' sight or memory whereas these critical incidents are the keywords for precise classroom practices improvement [5]. Video technology is said to be an effective medium to aid teachers to see what is happening in their classrooms as to ensure they could modify the classroom practice effectively [6][7][8][9].…”

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)

View full text Add to dashboard Cite

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.

show abstract

Video as a Tool in Teacher Learning

Cited by 8 publications

References 4 publications

Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection

Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

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

Contact Info

Product

Resources

About