In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Sühendan ER, (TED Üniversitesi, Ankara, Türkiye)
Zerrin TOKER, (TED Üniversitesi, Ankara, Türkiye)
Seçil YÜCELYİĞİT (TED Üniversitesi, Ankara, Türkiye)
Kuramsal Eğitimbilim Dergisi
4 2
Yıl: 2022 Cilt: 15 Sayı: 3 Sayfa Aralığı: 639 - 660 Metin Dili: İngilizce DOI: 10.30831/akukeg.1039752 İndeks Tarihi: 26-10-2022

In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development

Öz:
Classrooms are a learning environment for teachers as well as students. Teachers can improve their teaching practices by monitoring and reviewing their practices. An important tool of this development is the reflective thinking of teachers. For teachers, reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of teachers’ lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers’ opinions about using video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers’ Reflection Reports written for twelve weeks about one recorded lesson per week, and a Post- interview Protocol after the 12-week video-based self-reflection period. The main findings show that the teachers’ video-based self-reflections constitute nine categories and two weeks video-based self-reflection process resulted in changes in teachers’ opinions in terms of reflection on video recording, professional development and teaching and learning process.
Anahtar Kelime: case-study in-service teachers pedagogical development video-based self-reflection

Hizmet İçi Öğretmenlerin Pedagojik Gelişim İçin Video-Temelli Öz- Yansıtıcı Düşünmeye İlişkin Düşünceleri

Öz:
Sınıflar öğrenciler için olduğu kadar öğretmenler için de birer öğrenme ortamıdır. Öğretmenler uygulamalarını izleyerek ve gözden geçirerek öğretim pratiklerinde gelişim sağlayabilir. Bu gelişimin önemli bir aracı öğretmenlerin yansıtıcı düşünmesidir. Öğretmenler için yansıtıcı düşünme, sınıfa dışarıdan bakmak, öğrenme sürecini incelemek ve pedagojik gelişim için çıkarımlarda bulunmak için bir fırsattır. Öğretmenlerin kendi derslerine yönelik video kayıtları, öğretim sürecinin ayrıntılarını yakalayarak ve sınıf atmosferini inceleyerek öz yansıtmayı teşvik etmek için kullanılabilir. Bu çalışma, öğretmenlerin pedagojik gelişimleri için video temelli öz yansıtma kullanımına ilişkin görüşlerini araştırmayı amaçlamaktadır. Araştırmaya yedi öğretmen katılmıştır. Veriler, Ön Mülakat Protokolü, haftada bir kayıtlı ders hakkında on iki hafta boyunca yazılan Öğretmenlerin Düşünce Raporları ve 12 haftalık video temelli öz-yansıtma döneminden sonra Mülakat Sonrası Protokol aracılığıyla toplanmıştır. Temel bulgular, öğretmenlerin video temelli öz-yansıtmalarının dokuz kategori oluşturduğunu ve iki haftalık video temelli öz yansıtma sürecinin öğretmenlerin video temelli öz yansıtma kullanımına ilişkin görüşlerinde yoğunluk ve içerik açısından değişikliklere yol açtığını göstermektedir.
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Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Er S, TOKER Z, YÜCELYİĞİT S (2022). In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. , 639 - 660. 10.30831/akukeg.1039752
Chicago Er Suhendan,TOKER Zerrin,YÜCELYİĞİT Seçil In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. (2022): 639 - 660. 10.30831/akukeg.1039752
MLA Er Suhendan,TOKER Zerrin,YÜCELYİĞİT Seçil In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. , 2022, ss.639 - 660. 10.30831/akukeg.1039752
AMA Er S,TOKER Z,YÜCELYİĞİT S In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. . 2022; 639 - 660. 10.30831/akukeg.1039752
Vancouver Er S,TOKER Z,YÜCELYİĞİT S In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. . 2022; 639 - 660. 10.30831/akukeg.1039752
IEEE Er S,TOKER Z,YÜCELYİĞİT S "In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development." , ss.639 - 660, 2022. 10.30831/akukeg.1039752
ISNAD Er, Suhendan vd. "In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development". (2022), 639-660. https://doi.org/10.30831/akukeg.1039752
APA Er S, TOKER Z, YÜCELYİĞİT S (2022). In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim Dergisi, 15(3), 639 - 660. 10.30831/akukeg.1039752
Chicago Er Suhendan,TOKER Zerrin,YÜCELYİĞİT Seçil In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim Dergisi 15, no.3 (2022): 639 - 660. 10.30831/akukeg.1039752
MLA Er Suhendan,TOKER Zerrin,YÜCELYİĞİT Seçil In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim Dergisi, vol.15, no.3, 2022, ss.639 - 660. 10.30831/akukeg.1039752
AMA Er S,TOKER Z,YÜCELYİĞİT S In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim Dergisi. 2022; 15(3): 639 - 660. 10.30831/akukeg.1039752
Vancouver Er S,TOKER Z,YÜCELYİĞİT S In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim Dergisi. 2022; 15(3): 639 - 660. 10.30831/akukeg.1039752
IEEE Er S,TOKER Z,YÜCELYİĞİT S "In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development." Kuramsal Eğitimbilim Dergisi, 15, ss.639 - 660, 2022. 10.30831/akukeg.1039752
ISNAD Er, Suhendan vd. "In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development". Kuramsal Eğitimbilim Dergisi 15/3 (2022), 639-660. https://doi.org/10.30831/akukeg.1039752
Sayfa Oluşturulma Tarihi
24-04-2024 4:14

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