Leveraging Self-Reflection Using Video-Based Critical Approaches: Enhancing In-Service Teachers' Content Instruction for Multilingual Learners

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Teacher Development Through Critical Dialogic Education, Self-Reflection, and Instructional Coaching for Diverse Learners (Table 7)

Abstract

Existing research underscores the benefits of video recording and self-reflection in education, predominantly on pre-service teachers. However, there is a need to explore how video-enhanced self-reflection affects the perspectives and practices of in-service teachers, particularly regarding Multilingual Learners (MLs). This study focuses on four in-service content teachers involved in a federally funded TESOL professional development program. It examines how these teachers use video recordings to critically analyze and improve their teaching methods. Data was collected from nine weeks of their self-reflections on teaching videos over one year. Findings reveal that video-based self-reflection significantly enhances instructional practices by allowing teachers to identify and address gaps in their strategies, fostering more inclusive and responsive approaches to meet the diverse needs of MLs.

Authors

• Manqian Zhao, George Mason University

• Woomee Kim, George Mason University

• Sujin Kim, George Mason University