Pros and Cons of In-Service Teacher Professional Development via Observation of Filmed Classes
Keywords:
video observation, teacher professional development, teacher evaluation, confidence limitsAbstract
Filming lessons is one of the most common and effective tools in teacher professional improvement and development. In-depth interviews with 60 teachers in Israel Southern District reveal their experience with filmed lessons in professional development. This qualitative constructivist study showed that the main reason for teachers' objection to lesson filming is that the camera affects the processes occurring in the classroom. The study further demonstrated that filmed lessons significantly enhance insights into processes of learning and instruction and advance teachers' reflection on their practice.
References
Ajzen, I., & Fishbein, M. (2005). The Influence of Attitudes on Behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173–221). Lawrence Erlbaum Associates Publishers.
Ajzen, I. (2012). The Theory of Planned Behavior. In P.A.M. Lange, A.W. Kruglanski & E.T. Higgins (Eds.), Handbook of Theories of Social Psychology, 1 (pp. 438–459). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n22
Almy, S. (2011). Fair to Everyone: Building the Balanced Teacher Evaluations that Educators and Students Deserve. Teacher Quality. Education Trust. https://edtrust.org/resource/fair-to-everyone-building-the-balanced-teacher-evaluations-that-educators-and-students-deserve/
Anast-May, L., Penick, D., Schroyer, R., & Howell, A. (2011). Teacher Conferencing and Feedback: Necessary but Missing! International Journal of Educational Leadership Preparation, 6(2), 1-7.
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bendas, J.O., & Friedman, I.A. (1993). Test Anxiety: The Phenomenon and Coping (Hebrew). Henrietta Szold Institute.
Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach every Student in every Class Every Day. International Society for Technology in Education.
Birenbaum, M. (1997). Alternatives in Assessment (Hebrew). Ramot Publishing, Tel-Aviv University. https://kotar.cet.ac.il/KotarApp/Viewer.aspx?nBookID=92528804#1.0.5.default
Bolam, R., McMahon, A.J., Stoll, L., Thomas, S.M., Wallace, M., Greenwood, A.M., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M.C. (2005). Creating and Sustaining Effective Professional Learning Communities. Universities of Bristol, Bath and Institute of Education of London. https://dera.ioe.ac.uk/5622/1/RR637.pdf
Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using Video Representations of Teaching in Practice Based Professional Development Programs. ZDM Mathematics Education, 43, 175–187 (2011). https://doi.org/10.1007/s11858-010-0302-5
Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33, 3‒15. http://dx.doi.org/10.3102/0013189X033008003
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M.E. (2008). Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development. Teaching and Teacher Education, 24(2), 417-436. https://doi.org/10.1016/j.tate.2006.11.012
Brophy, J.E. (2010). Motivating Students to Learn. Routledge.
Clarke, D.J., & Hollingsworth, H. (2000). Seeing Is Understanding: Examining the Merits of Video and Narrative Cases. Journal of Staff Development, 21(4), 40–43.
Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional Development for Teachers: a World of Change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022
Corbett, B.A., & Abdullah, M. (2005). Video Modeling: Why Does It Work for Children with Autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2-8. https://doi.org/10.1037/h0100294
Dalal, R. (2005). A Meta-Analysis of the Relationship between Organizational Citizenship Behavior and Counterproductive Work Behavior. Journal of Applied Psychology, 90(6), 1241-1255. https://doi.org/10.1037/0021-9010.90.6.1241
DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership, 61(8), 6-11. http://www.ascd.org/publications/educationalleadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx
DuFour, R., DuFour, R., Eaker, R., & Many, T.W. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work (1st ed.). Solution Tree.
Fontana, A., & Frey, J. (2000). The Interview: from Structured Questions to Negotiated Text. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 645-671). Sage.
Frase, L.E. (1992). Constructive Feedback on Teaching is Missing, Education, 113(2), 176–181.
Fullan, M., & Hargreaves, A. (2017). Professional Capital: Transforming Teaching in every School (Yaniv Farkas, Trans.) (Hebrew). Branco Weiss Institute Press.
Golan, O., & Baron-Cohen, S. (2006). Systemizing Empathy: Teaching Adults with Asperger Syndrome or High – Functioning Autism to Recognize Complex Emotions Using Interactive Multimedia. Development and Psychopathology, 18(2), 591. http://doi.org/10.1017/S0954579406060305
Gov, N. (2014). The Principal's and the Staff's Teamwork Influence on the Home-Work Conflict among Elementary School Teachers in Light of the 'New Horizon' Reform [Masters' thesis] (Hebrew). Oranim College, the Faculty of Graduate Studies.
Greene, W. (2007). Building a Professional Learning Community for Teachers of Hebrew (Hebrew). Jewish Education News. Coalition for the Advancement of Jewish Education https://www.policyarchive.org/handle/10207/15868
Guterman, K. (2010). The Path to Educational Leadership, Next Step (Hebrew). Hachinuch VeSvivo, 32, 149-167.
Guterman, K. (2014). The Path to Educational Leadership: the Missing Link in Teacher Evaluation (Hebrew). Hachinuch VeSvivo, 36, 141-160.
Higginbottom, G.M.A. (2004) Sampling Issues in Qualitative Research. Nurse Researcher, 12, 7-19. http://doi.org/10.7748/nr2004.07.12.1.7.c5927
Hutchby, L., O'Reilly M., & Parker, N. (2012). Ethics in Praxis: Negotiating the Presence and Functions of a Video Camera in Family Therapy. Discourse Studies, 14(6), 675 – 690. https://doi.org/10.1177/1461445612457487
Karmon-Kolet, L. (2005). Effect of a Three-Dimensional Textual-Visual Experience on Teachers' Awareness of Test Anxiety, Using a Virtual Reality Technology (Hebrew). Bar-Ilan University, School of Education, Technology and Communication Center.
Kazemi, E., & Franke, M.L. (2004). Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry. Journal of Mathematics Teacher Education, 7, 203‒235. https://doi.org/10.1023/B:JMTE.0000033084.26326.19
Khan, S. (2011, March 9). Let's Use Video to Reinvent Education [Video]. https://www.ted.com/talks/sal_khan_let_s_use_video_to_reinvent_education
Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at Student Work for Teacher Learning, Teacher Community, and School Reform. Phi Delta Kappan, 85, 185–192. https://doi.org/10.1177/003172170308500305
Lortie, D. (1975). Schoolteacher: A sociological study. University of Chicago Press.
Louis, K.S., Marks, H.M., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757-798. https://doi.org/10.2307/1163415
Louis, K.S., & Marks, H.M. (1998). Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools. American Journal of Education, 106(4), 532-575. https://doi.org/10.1086/444197
Mason, J. (1996). Qualitative Researching. Sage.
Menon, S. T. (2001). Employee Empowerment: an Integrative Psychological Approach. Applied Psychology: An International Review, 50(1), 153-180. https://doi.org/10.1111/1464-0597.00052
Merriam, S.B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
Moore, D., McGrath, P., & Thorpe, J. (2000). Computer-Aided Learning for People with Autism – a Framework for Research and Development. Innovations in Education and Teaching International, 37(3), 218 – 228. https://doi.org/10.1080/13558000050138452
Nasser Abu-Alhija, F. (2010). Toward Effective Teacher Evaluation (Hebrew). Hed HaChinuch, 85(1), 88-90. https://cdn-cms.f-static.com/uploads/264589/normal_59ae52e288f9c.pdf
Noakes, L.A. (2009). Adapting the Utilization-Focused Approach for Teacher Evaluation. Journal of Multidisciplinary Evaluation, 6(11), 83–88. https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/219
Parsons, J., & Taylor, L.G. (2011). Improving Student Engagement. Current Issues in Education, 14, 1-32. http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/745/162
Quinn, H., Schweingruber, H., & Keller, T. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concept, and Core Ideas. The National Academies Press. https://doi.org/10.17226/13165
Rosse, J.G., & Hulin, C.L. (1985). Adaptation to Work: an Analysis of Health, Withdrawal, and Change. Organizational Behavior and Human Decision Processes, 36(3), 324-347. https://doi.org/10.1016/0749-5978(85)90003-2
Sharon, M., Shimoni, F., Sobolev-Mandelbaum, L., Cooper, M., Alezra, F., Safe, K., Hilai, M., Halabi., B., & Katz, O. (2019). A Two-Way Mirror: the Role of Peer Learning in 'Amit-Academia' Program at Gordon College of Education (Hebrew). Rav-Gvanim, the Journal of Research and Dialogue, 17(4). https://www.gordon.ac.il/sites/gordon/UserContent/files/%D7%A8%D7%91%20%D7%92%D7%95%D7%95%D7%A0%D7%99%D7%9D.pdf
Sherin, M.G. (2004). New Perspectives on the Role of Video in Teacher Education. In J. Brophy (Ed.), Using Video in Teacher Education, Advances in Research on Teaching, 10 (pp. 1‒27). https://doi.org/10.1016/S1479-3687(03)10001-6
Sherin, M.G., & Van Es, E.A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60, 20–37. https://doi.org/10.1177/0022487108328155
Shkedi, A. (2003). Words Which Try to Touch: Qualitative Research – Theory and Practice (Hebrew). Ramot Publishing.
Shrum, W., Duque, R., & Brown, T. (2005). Digital Video as Research Practice: Methodology for the Millennium. Journal of Research Practice, 1(1), 1-19. http://jrp.icaap.org/index.php/jrp/article/view/6/11
Spreitzer, G.M. (1995). Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. The Academy of Management Journal, 38(5), 1442-1465. https://doi.org/10.5465/256865
Tzemach, S., & Shapira-Lishchinsky, O. (2016). Psychological Empowerment as a Mediator between Teachers’ Perceptions of School Principal's Authentic Leadership and their Withdrawal and Citizenship Behaviors (Hebrew). Megamot, 250(1), 126-156.
Talanker, S. (2013). How Teachers Can Learn from Video-Recorded Lessons. Activity Report. The Initiative for Applied Education Research, the Israel Academy of Sciences and Humanities. http://yozma.mpage.co.il/SystemFiles/23174.pdf
Van Swol, L.M. (2003). The Effects of Regulation on Trust. Basic and Applied Social Psychology, 25(3), 221–233. https://doi.org/10.1207/S15324834BASP2503_05
Wadmani, R. (2017). "Digital Pedagogues" in the Era of Information (Hebrew). In R. Wadmani (Ed.), Digital Pedagogy: From Theory to Practice (pp. 11-17). The Mofet Institute, and the Seminar Kibbutzim College.
Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development. Teaching and Teacher Education, 27, 454‒462. https://www.academia.edu/27248652/Understanding_affordances_and_challenges_of_three_types_of_video_for_teacher_professional_development
Downloads
Published
Issue
Section
License
All articles are published under an Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) license. Authors retain copyright over their work.
