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Title

An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers' Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial.

Authors

Peralta, Louisa R.; Bennie, Andrew; Gore, Jennifer; Lonsdale, Chris

Abstract

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers' written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others' practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.

Subjects

TEACHERS; PHYSICAL education teachers; VIDEO recording; TEACHER development; REFLECTIVE learning

Publication

Journal of Teacher Education, 2021, Vol 72, Issue 3, p368

ISSN

0022-4871

Publication type

Academic Journal

DOI

10.1177/0022487120964079

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