How Does Video Analysis Impact Teacher Reflection-for-Action?

• Main Author: Wright, Geoffrey Albert
• Format: Others
• Published: BYU ScholarsArchive 2008
• Subjects: teacher; reflection; video; analysis; video-analysis; evaluation; qualitative; Educational Psychology
• Online Access: https://scholarsarchive.byu.edu/etd/1362; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2361&context=etd

Reflective practice is an integral component of a teacher's classroom success (Zeichner, 1996; Valli, 1997). Reflective practice requires a teacher to step back and consider the implications and effects of teaching practices. Research has shown that formal reflection on teaching can lead to improved understanding and practice of pedagogy, classroom management, and professionalism (Grossman, 2003). Several methods have been used over the years to stimulate reflective practice; many of these methods required teachers to use awkward and time-consuming tools with a minimal impact on teaching performance (Rodgers, 2002). This current study analyzes an innovative video-enhanced reflection process focused on improving teacher reflection. Video-enhanced reflection is a process that uses video analysis to stimulate reflective thought. The primary question of this study is "How does video analysis used in the context of an improved reflection technique impact teacher reflection-for-action?" The subjects of the study included five untenured teachers and one principal from an elementary school in a middle class residential area. A comparative case study approach was used to study the influence the video enhanced reflection model has on teacher reflection practices. The research method involved comparing typical teacher reflective practices with their experience using the video-enhanced reflective process. A series of vignettes and thematic analysis discussions were used to disaggregate, discuss, and present the data and findings. The findings from this study suggest the video-enhanced reflection process provides solutions to the barriers (i.e., time, tool, support) that have traditionally prevented reflection from being meaningful and long lasting. The qualitative analysis of teacher responses to the exit survey, interview findings, and comparison of the baseline and intervention methods suggests that the video-enhanced reflection process had a positive impact on teacher reflective abilities because it helped them more vividly describe, analyze, and critique their teaching.