Supporting PBL instruction with teacher video self-analysis and reflection. Issue 1 (1st January 2023)

• Record Type: Journal Article
• Authors: Horak, Anne K.; Marotta, Jessica; Brusseau, Rebecca; Daly, Kimberley
• Is Part Of: Teacher development. Volume 27:Issue 1(2023)
• Page Start: 36
• Page End: 54
• Publication Date: 2023-01-01
• Subjects: Problem-based learning -- video analysis -- teacher reflection -- in-service teachers; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2022.2153909
• Languages: English
• ISSNs: 1366-4530

Abstract

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.