In-Service Teachers' Opinions about the Use of Video-Based Self-Reflective Thinking for Pedagogical Development

Autor/inn/en	Er, Sühendan; Toker, Zerrin; Yücelyigit, Seçil
Titel	In-Service Teachers' Opinions about the Use of Video-Based Self-Reflective Thinking for Pedagogical Development
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 3, S.639-660 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Er, Sühendan) ORCID (Toker, Zerrin) ORCID (Yücelyigit, Seçil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Opinions; Technology Uses in Education; Video Technology; Reflection; Faculty Development; Reflective Teaching; Attitude Change; Early Childhood Teachers; Elementary School Teachers; Mathematics Teachers; Foreign Countries; Teacher Improvement; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrmeinung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Attitudinal change; Einstellungsänderung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mathematics; Mathematik; Ausland
Abstract	Classrooms are a learning environment for teachers as well as students. Teachers can improve their teaching practices by monitoring and reviewing their practices. An important tool of this development is the reflective thinking of teachers. For teachers, reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of teachers' lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers' opinions about using video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers' Reflection Reports written for twelve weeks about one recorded lesson per week, and a Post-interview Protocol after the 12-week video-based self-reflection period. The main findings show that the teachers' video-based self-reflections constitute nine categories and two weeks video-based self-reflection process resulted in changes in teachers' opinions in terms of reflection on video recording, professional development and teaching and learning process. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01