Supporting Problem-Based Learning Instruction With Teacher Video Self-Analysis and Reflection

• In Event: Middle-Level Education Teacher Preparation and Professional Development in Response to the Changing Landscape of Education

Abstract

This study explored using video self-analysis to help teachers identify effective problem-based learning (PBL) instruction and identify areas for professional growth. Five 7th grade teachers in the Mid-Atlantic United States varying in age, gender, ethnicity, and level of experience video recorded their PBL instruction. The teachers then engaged in a semi-structured reflection protocol. Researchers conducted an inductive analysis of the transcripts consistent with the constant comparative method. Data analysis showed positive outcomes promoting long-term changes in beliefs, pedagogy, and the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity and reflective practice.

Authors

• Kimberley Beth Daly, George Mason University
  Presenting Author

• Anne Horak, George Mason University
  Presenting Author