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 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 the use of 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 of video-based self-reflection process resulted in changes in terms of density and content in teachers’ opinions about the use of video-based self-reflection.
201033031
TED Üniversitesi
201033031
Editörlük makamına ve tüm hakemlere çalışmamızı incelemek üzere verdikleri emekten dolayı teşekkür ederiz.
Primary Language | English |
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Subjects | Other Fields of Education |
Journal Section | Articles |
Authors | |
Project Number | 201033031 |
Early Pub Date | July 31, 2022 |
Publication Date | July 31, 2022 |
Submission Date | December 23, 2021 |
Published in Issue | Year 2022 Volume: 15 Issue: 3 |