Literaturnachweis - Detailanzeige
| Autor/inn/en | Hamel, Christine; Viau-Guay, Anabelle |
|---|---|
| Titel | Using Video to Support Teachers' Reflective Practice : A Literature Review |
| Quelle | In: Cogent Education, 6 (2019) 1, Artikel 1673689 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hamel, Christine) ORCID (Viau-Guay, Anabelle) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2331-186X |
| DOI | 10.1080/2331186X.2019.1673689 |
| Schlagwörter | Video Technology; Reflective Teaching; Faculty Development; Training Methods; Learning Processes; Educational Research; Critical Viewing; Teacher Education; Instructional Effectiveness |
| Abstract | Given the effort invested in workplace professional development programs, professional learning, as it takes place in context, should be examined closely to help inform the design of training mechanisms that will truly contribute to professional development. In particular, given the interest and growth in the use of video for the development of reflective practice among professionals, it appears relevant to further examine video-based mechanisms. Teacher education constitutes a fertile ground in this regard. This article thus presents a literature review on the use of video for the professional development of teachers, particularly regarding their ability to reflect on their own teaching practices. To this end, 89 articles were analyzed to bring out the participants' learning, in terms of both the learning process itself and its effects. Our findings show that video-based training mechanisms lead to significant learning, at least in the medium term, but that the collaborative dimension of learning could be further explored. (As Provided). |
| Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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