Title of Manuscript
The purpose of this research study was to examine the utility of video-recording self-analysis as an effective means of reflective practice for teachers. Participants were enrolled in a graduate-level education specialist program for practicing teachers based, in part, on the National Board for Professional Teaching standards–one of which explicitly focuses on reflective practice for teachers. Participants employed a formal observation instrument to guide them in this reflective activity. All participants recorded and analyzed their teaching using the observation instrument, and subsequently participated in a think-aloud session during which they discussed the activity as a reflective practice. Participants articulated that engaging in this guided reflective activity brought a heightened awareness of teaching strengths and weaknesses. Specifically, participants noted that employing the observation instrument, coupled with the formalized act of video-recording analysis, allowed them to focus on details of teaching often overlooked in less formal reflective practice or formal evaluation.
Pellegrino, Anthony M. and Gerber, Brian L.
"Teacher Reflection Through Video-Recording Analysis,"
Georgia Educational Researcher:
1, Article 1.
Available at: http://digitalcommons.georgiasouthern.edu/gerjournal/vol9/iss1/1