Teacher Reflection Through Video-Recording Analysis

• Main Authors: Anthony Pellegrino, Brian Gerber
• Format: Article
• Language: English
• Published: Georgia Southern University 2012-01-01
• Series: Georgia Educational Researcher
• Subjects: Teacher reflection; Video-recording; Self-analysis; Education specialist program
• Online Access: https://digitalcommons.georgiasouthern.edu/gerjournal/vol9/iss1/1

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.