Teacher Reflection on Videotaped Lessons and Change in Classroom Text Discussion Quality

• In Event: Teachers' and Learners' Use of Video to Increase Teaching and Learning

Abstract

This study investigates the relation between changes in teachers’ reflective practice and changes in the quality of their classroom text discussions as they participated in a video-based literacy-coaching program. Specifically, we explore how teachers’ professional vision, or ability to notice and interpret significant instructional events, developed as they engaged in coach-guided reflections around video, and examined concomitant changes in the quality of classroom instruction. We found overall, teachers’ reflective practice improved through coaching, and these changes corresponded with improvements in the quality of their classroom text discussions. These findings suggest that professional vision is a productive lens for investigating teachers’ learning in this professional development context. They also contribute insight into how teachers’ learning through reflection connects to instructional change.

Authors

• Marguerite Elizabeth Walsh, University of Pittsburgh

• Lindsay Clare Matsumura, University of Pittsburgh

• Richard James Correnti, University of Pittsburgh

• Dena Zook-Howell, University of Pittsburgh

• Donna D. Bickel, University of Pittsburgh