Using Digital Video to Improve In-service Teacher Performance by Increasing their Reflection for Action Aptitude and Ability

Abstract

Reflective practice is an integral component of a teacher's classroom success (Zeichner, 1996; Valli, 1997). Research has shown that reflective practice can lead to a teacher's improved understanding and practice of pedagogy, classroom management, and professionalism (Grossman, 2003). Several methods have been used over the years to stimulate teacher reflective practice, however, many of these methods have proven to be "short lived" - having relatively brief lasting effects, are time consuming, and often do not provide teachers with a user friendly tool and or process. Considering the benefits of reflective practice, there is a need to further develop a more effective and efficient process that encourages reflective practice. Recent technological video advancements have provided tools to support new research in this area. This research presents and analyzes an innovative process that proposes to improve teacher reflective practice by using an enhanced video analysis technique.