Does Participation in Video-Supported Collaborative Reflection Change Teacher Practice?

• In Event: Supporting Technology Integration Through Professional Development

Abstract

The purpose of this study was to examine and report on whether teacher participation in a video-supported reflection process led to measurable change in teacher effectiveness. Change in teaching performance of four cohorts of teachers (n=76) was examined. Analysis of pre post videos revealed that overall teachers increased teaching performance as measured by The Framework for Teaching however, important variances emerged between the different groups of teachers identified by years of experience. Participation in the process was found to be most beneficial for novice teachers who improved significantly in both their management of the classroom and instructional practices. In contrast, the most experienced teachers improved only slightly during their participation in the process.

Author

• Kim Lebak, Stockton University