通过教师视频自我分析和反思来支持PBL教学

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teacher Development Pub Date : 2022-12-14 DOI:10.1080/13664530.2022.2153909

Anne K. Horak, Jessica Marotta, Rebecca L. Brusseau, Kimberley Daly

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引用次数: 0

摘要

摘要本研究探讨了使用视频自我分析作为一种实践，以帮助教师识别有效的基于问题的学习(PBL)教学，并确定他们的专业成长领域。美国五名年龄、性别、种族和工作经验不同的七年级教师录制了他们的PBL教学视频。然后，教师们参与了一项半结构化的反思协议。修改后的元认知教练检查表(MCC-M)支持教师的这一反思。研究者对转录本进行了归纳分析，这与恒常比较法是一致的。数据分析显示，当教师使用侧重于提高结果公平性的特定PBL教学模式，并作为使用视频自我分析的反思性实践的驱动因素时，在促进信念、教学法和不同学生生活的长期变化方面取得了积极成果。

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Supporting PBL instruction with teacher video self-analysis and reflection

ABSTRACT This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis.

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来源期刊

Teacher Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.10

自引率

8.30%

发文量

期刊介绍： Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.