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How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
•Systematic video reflection in teacher professional development was investigated.•Teacher self-efficacy increased in the video reflection group.•Student self-efficacy showed a positive tendency in the video reflection group.•Teaching practices changed significantly among the video reflection group....
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Published in: | International journal of educational research 2018, Vol.90, p.223-233 |
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Main Authors: | , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | •Systematic video reflection in teacher professional development was investigated.•Teacher self-efficacy increased in the video reflection group.•Student self-efficacy showed a positive tendency in the video reflection group.•Teaching practices changed significantly among the video reflection group.•Qualitative video transcripts illustrated teacher self-efficacy.
Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change their practice. This study focuses on effects of the ‘Dialogic Video Cycle’ (DVC) on teacher self-efficacy as a prominent factor in teaching behavior. Additionally, changes in teachers’ practice and the impact of the DVC on student self-efficacy were examined. Compared with a non-video reflection group, the video reflection group showed a positive trend in teacher self-efficacy and significant effects on practice changes. In the video reflection group, student self-efficacy also showed a positive trend. Video transcripts from the DVC workshops underline the role of teachers’ self-beliefs. |
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ISSN: | 0883-0355 1873-538X |
DOI: | 10.1016/j.ijer.2018.02.003 |