Teacher Reflection Through Video-Recording Analysis

Abstract

The purpose of this research study was to examine the utility of video-recording self-analysis as an effective means of reflective practice for teachers. Participants were enrolled in a graduate-level education specialist program for practicing teachers based, in part, on the National Board for Professional Teaching standards–one of which explicitly focuses on reflective practice for teachers. Participants employed a formal observation instrument to guide them in this reflective activity. All participants recorded and analyzed their teaching using the observation instrument, and subsequently participated in a think-aloud session during which they discussed the activity as a reflective practice. Participants articulated that engaging in this guided reflective activity brought a heightened awareness of teaching strengths and weaknesses. Specifically, participants noted that employing the observation instrument, coupled with the formalized act of video-recording analysis, allowed them to focus on details of teaching often overlooked in less formal reflective practice or formal evaluation.