Abstract
The literature base is clear that when teachers reflect on their practice, they can identify areas of strength and areas of growth—both of which can improve the quality of their teaching (Jaeger, 2013). However, the realities of teaching today often mean teachers have many competing responsibilities and very little time between classes and after school for professional learning and development. Many teachers do not have the opportunity to reflect on their practice until hours or days after teaching a lesson or activity. By incorporating video into a teacher’s reflective practices, the teacher can revisit the lesson or activity as if they were instantly transported back to that classroom. Video reflection can serve multiple purposes in today’s educational environment. It can promote personal growth, be a cost-effective form of professional development (PD), and be used by evaluators to measure teachers’ strengths and weaknesses.
Recommended Citation
Gibbons, Scott and Farley, Amy N.
(2019)
"The Use of Video Reflection for Teacher Education and Professional Learning,"
Mid-Western Educational Researcher: Vol. 31:
Iss.
2, Article 7.
Available at:
https://scholarworks.bgsu.edu/mwer/vol31/iss2/7
