In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Yıl 2022, , 639 - 660, 31.07.2022

Sühendan Er , Zerrin Toker , Seçil Yücelyiğit

https://doi.org/10.30831/akukeg.1039752

Cited By: 3

Öz

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.

Anahtar Kelimeler

case-study, in-service teachers, pedagogical development, video-based self-reflection

Proje Numarası

201033031

Kaynakça

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