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Can I Sell You a Bridge? Video Analysis Connects Theory to Practice
Keywords (required)
Video analysis, online supervision, video self-analysis, bridge theory with practice
Presentation Type
Roundtable
Presentation Category
Coaching/Mentoring
Instruction in the Classroom
Short Description
This presentation will discuss the valuable tool of teacher video analysis. One perennial criticism of teacher education is that the theoretical learning in coursework diverges from “reality” in the classroom. Analyzing and getting feedback on one’s own teaching in authentic classroom contexts via video analysis can bridge the theoretical to the practical, a form of theory in action. With video self-analysis, teacher candidates have the literal time and opportunity to pause, rewind, and get a bird’s eye view of their own classroom instruction. When a teacher can watch the same clip through various lenses, different interactions may be noticed while reducing the cognitive task for each pass.The presenter conducted a study which analyzed the differences in Task 2 edTPA scores between four teacher preparation cohorts differing in their use of video self-analysis within the same university. The presenter will offer and solicit ideas for maximizing video self-analysis in teacher preparation programs. Video analysis can lead to deeper reflection on the lesson because it allows for multiplicity of access, both teacher and evaluator/coach watch the same thing with the same focused eye, and may watch it several times over with a different focus each time. The intent is for deep reflection to lead to positive instructional changes, or affirmation to continue positive practices, and thus build a teacher’s self-efficacy in what they see as realistic output for maximizing student learning.
Target Audience
Alternative Leadership Preparation Programs
Faculty
Interns/New Teachers/Residents
Lead Presenter
Kirsten Koetje, Kirsten Koetje
Organization
Seattle Pacific University