Examining Teacher Participation in Video-Supported Reflection at Different Stages of a Teacher's Career

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-19 - Fostering Cultures of Reflective Practice Through Professional Development

Abstract

The purpose of this study was to examine and report upon change in teaching performance and reflective practices of novice, second-stage, and experienced teachers as they participated in a video supported collaborative reflection process. Change in teaching performance of four cohorts of teachers (n=76) was examined using The Framework for Teaching. Analysis of pre post videos revealed important variances emerged between the different groups of teachers identified by years of experience. Furthermore, analysis of teacher reflections revealed patterns of differences in reflective thought by teachers according to their level of experience. This study concludes more research on the connections between video supported reflection and change in practice of teachers at different points in their careers is needed.

Author

• Kim Lebak, Stockton University