You are here:

How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
ARTICLE

, Friedrich-Schiller-University of Jena, Germany ; , , , , Technical University of Munich, Germany

International Journal of Educational Research Volume 90, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved June 4, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2018.02.003

Keywords