Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?

• Published in: Teaching and teacher education 2011-02, Vol.27 (2), p.259-267
• Main Authors: Seidel, Tina, Stürmer, Kathleen, Blomberg, Geraldine, Kobarg, Mareike, Schwindt, Katharina
• Format: Article
• Language: English
• Subjects: Classrooms; Critical incidents; Inservice Teacher Education; Instructional Effectiveness; Learning; Learning sciences; Motivation; Observation; Professional learning; Protocol Materials; Teacher education; Teacher learning; Teacher Motivation; Teaching; Teaching Methods; Video Technology; Videotapes
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2010.08.009

This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision ( N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents. ► Teachers who analyzed their own teaching experience higher activation, indicated by higher immersion, resonance, and motivation. ► Contrary to our assumptions differences with regard to professional vision are not straightforward. ► In tendency, teachers notice more relevant components of teaching and learning but are less self-reflective with regard to articulating critical incidents.