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Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?
ARTICLE

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TATE Volume 27, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N=67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents.

Citation

Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M. & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 259-267. Elsevier Ltd. Retrieved May 27, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.08.009

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