Using video to analyze one's own teaching
Using video to analyze one's own teaching
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利用视频来分析自己的教学
DOI：
10.1111/j.1467-8535.2011.01234.x
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
P. Rich
中科院分区：
文献类型：
--
作者：
Tonya Tripp;P. Rich
最近，使用视频来促进教师反思的兴趣有所增加。尽管这种增长，框架，以帮助教师使用视频来反映他们的教学不是基于先前的视频分析研究的结果。有必要更好地了解如何以及以何种方式使用视频来反思自己的教学。本文的目的是回顾过去的研究，以帮助教育工作者做出更明智的决定，因为他们建立自己的视频分析过程。该综述包括63项研究，参与者记录了他们自己的教学，检查了他们在视频上的表现，并对表现进行了反思。不同的视频分析，在过去的研究中的几个方面进行了讨论：任务的类型，促进方式，在何种程度上教师反映单独或合作，使用的视频长度，反射和测量的数量。本文总结了报告的调查结果，对这些方面的每一个，并提出了几个问题，需要进一步调查。实践者笔记关于这个主题的已知内容视频是教师反思的有力工具。视频使教师能够更有效地“看到”他们的实践。从事视频反思的教师报告说，在未来的教学中，他们会回忆以前的教学视频，使他们能够更有效地“在实践中反思”。“，本文补充了一个统一的综合文献的视频用于教师自我反思。回顾了通过视频促进教师反思的工具及其对反思过程的影响。视频辅助教师反思研究的六个不同维度，对实践和/或政策的影响教师更喜欢与同事合作进行视频分析以进行反思，而不是单独反思，并认为最重要的建议变化来自这些合作小组。为了支持过去的研究，教师报告说，使用指导框架（例如，题目，检查表，教学原则）有助于集中他们的反思。然而，大多数教师实际上更喜欢选择自己的重点。因此，管理者应该在使用预先确定的反思框架和教师在该框架内选择重点之间找到平衡。视频辅助教师反思通过各种措施（自我报告，JOUR研究，课程计划，前/后测试分数）证明了假设的变化。然而，我们不知道这些因素的哪种组合会导致最大或最具影响力的变化。未来的研究需要研究的方式，视频辅助教师反思可以不同的影响教师的做法。【作者摘要】
Recently, interest in using video to facilitate teacher reflection has increased. Despite this increase, the frameworks employed to help teachers use video to reflect on their teaching are not based on the results of prior video analysis research. There is a need to better understand how and in what ways video has been used to reflect on one's own teaching. The purpose of this paper is to review past studies in order to help educators make more informed decisions as they establish their own video analysis processes. This review includes 63 studies where participants recorded their own teaching, examined their performance on video and reflected on the performance. Several dimensions of video analysis that varied across past studies are discussed: type of tasks, manner of facilitation, extent to which teachers reflect individually or collaboratively, length of video used, number of reflections and measurement. This paper summarizes reported findings regarding each of these dimensions and raises several questions that need further investigation. Practitioner notes What is already known about this topic Video is a powerful tool for teacher reflection., Video enables teachers to more effectively 'see' their practice., Teachers who engage in video reflection report recalling prior videos of their teaching during future teaching, enabling them to more effectively, 'reflect in practice.', What this paper adds A unified synthesis of the literature on video used for teacher self-relfection., A review of the tools used for facilitating teacher reflection via video and their effect on the reflective process., Six different dimensions among which video-aided teacher reflection research varies., Implications for practice and/or policy Teachers prefer to engage in video analysis for reflection in collaboration with colleagues over reflecting alone and feel that the most important recommended changes come from these collaborative groups., In support of past research, teachers report that the use of a guiding framework (eg., rubric, checklist, teaching principles) helps to focus their reflection. However, most teachers actually prefer to choose their own focus. Thus, administrators should find a balance between the use of a predetermined reflection framework and teachers' choice of focus within that framework., Video-aided teacher reflection has demonstrated posited change through varied measures (self-report, JOUR studies, lesson plans, pre-/posttest scores). However, we do not know which combination of these leads to the greatest or most impactful change. Future research needs to examine the ways in which video-aided teacher reflection can differentially impact teacher practice. [ABSTRACT FROM AUTHOR]