How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
Alexander Gröschner, Friedrich-Schiller-University of Jena, Germany ; Ann-Kathrin Schindler, Doris Holzberger, Martina Alles, Tina Seidel, Technical University of Munich, Germany
International Journal of Educational Research Volume 90, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change their practice. This study focuses on effects of the ‘Dialogic Video Cycle’ (DVC) on teacher self-efficacy as a prominent factor in teaching behavior. Additionally, changes in teachers’ practice and the impact of the DVC on student self-efficacy were examined. Compared with a non-video reflection group, the video reflection group showed a positive trend in teacher self-efficacy and significant effects on practice changes. In the video reflection group, student self-efficacy also showed a positive trend. Video transcripts from the DVC workshops underline the role of teachers’ self-beliefs.
Gröschner, A., Schindler, A.K., Holzberger, D., Alles, M. & Seidel, T. (2018). How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research, 90(1), 223-233. Elsevier Ltd.