Watching Oneself Teach--Long-Term Effects of Teachers' Reflections on Their Video-Recorded Teaching

Autor/in	Harlin, Eva-Marie
Titel	Watching Oneself Teach--Long-Term Effects of Teachers' Reflections on Their Video-Recorded Teaching
Quelle	In: Technology, Pedagogy and Education, 23 (2014) 4, S.507-521 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.822413
Schlagwörter	Longitudinal Studies; Protocol Materials; Microteaching; Video Technology; Reflection; Transformative Learning; Teaching Styles; Interviews; Instructional Innovation; Habit Formation; Attitude Change; High Schools; Secondary School Teachers; Praxis; Teaching Methods; Educational Practices; Training Methods; Inservice Teacher Education; Active Learning; Student Participation; Teacher Student Relationship; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtsprotokoll; Pädagogische Transformation; Lehrstil; Unterrichtsstil; Interviewing; Interviewtechnik; Educational Innovation; Bildungsinnovation; Attitudinal change; Einstellungsänderung; High school; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Didaktik; Trainingsmaßnahme; Lehrerfortbildung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schweden
Abstract	This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead's concepts of "I" and "me." In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented: shift in the opportunity to speak in favour of the participants, reduced service orientation, reduced control, and building relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10