Pilot Study of the Use of Teaching Replays as a Professional Development Tool

• In Event: Poster Session 9
  In Poster Session: Professional Development Posters

Abstract

In this study we investigate the use of teaching replays, a form of narrative writing, with beginning teachers in a professional development setting in order to explore how and what they notice when they write about their own classrooms. We contend that teachers can learn from and through their own practice. By participating in collaborative inquiry via teaching replays, teachers have the opportunity to engage in professional development that is meaningful to them. Preliminary results indicate that when writing a replay, beginning teachers most frequently refer to themselves, describing the techniques and strategies for teaching the subject matter. A majority of the participants indicated they learned about their practice from the writing of the teaching replay.

Authors

• Kimberly D. Masloski, Knowles Teacher Initiative

• Rachael Eriksen Brown, Penn State Abington

• Michele C. Cheyne, University of Pittsburgh