Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference whether Teachers Observe their own Teaching or that of Others?
This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Tina Seidel, Kathleen Stürmer, Geraldine Blomberg, Mareike Kobarg, Katharina Schwindt, " Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference whether Teachers Observe their own Teaching or that of Others?", Pages 259-267, Copyright Elsevier (February 2011).
The current 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.
The study particularly focuses on the influences of these videos analysis on knowledge activation and professional vision.
67 teachers participated in the study.
Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation.
Contrary to the authors' 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.