Literaturnachweis - Detailanzeige
| Autor/inn/en | Horak, Anne K.; Marotta, Jessica; Brusseau, Rebecca; Daly, Kimberley |
|---|---|
| Titel | Supporting PBL Instruction with Teacher Video Self-Analysis and Reflection |
| Quelle | In: Teacher Development, 27 (2023) 1, S.36-54 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Horak, Anne K.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-4530 |
| DOI | 10.1080/13664530.2022.2153909 |
| Schlagwörter | Problem Based Learning; Self Evaluation (Individuals); Grade 7; Video Technology; Reflection; Beliefs; Teaching Methods; Student Diversity; Faculty Development; Middle School Teachers; Program Effectiveness; Teacher Attitudes |
| Abstract | This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis. (As Provided). |
| Anmerkungen | Routledge. 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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