To Improve Teacher Performance through Professional Development and Teacher Self-Reflection Using Video Recording

CHAPTER 1: INTRODUCTION

Introduction

The use of video recordings for professional development and self-reflection has long been a fertile ground for professional training and evaluation in the teaching field.  For instance, video teaching supervisors in universities use video recordings to access classroom performance of training teachers without the need for them being present in the classrooms.  The employment of video recording for professional development and self-reflection in the teaching field has long evolved since their first introduction.  According to Hamel, Viau-Guay, & Nkuyubwatsi (2019),  review studies on the use of video recordings for self–reflection and development revealed that the use of video recordings enabled the teachers especially those in training to focus more on the students and their learning. More, the use of video recordings to improve teacher performance though self-reflection made it possible for teachers to analyze the situation from different angles to aid conceptual change in teachers, something that basic observation does not allow (Hamel, Viau-Guay, & Nkuyubwatsi, 2019).  However, there is criticism in the application of video recordings in classrooms for self-reflection and improvement of teaching skills because they offer a limited account of classroom interactions.

Overview of the research problem

Schon, (1984),  in his book, The reflective practitioner puts forward that a practitioner’s self-reflection can serve as a corrective element in learning. Through reflection, a practitioner can criticize and surface the implicit understandings that have grown as a result of repetitive experiences with regard to their professions.  Hence, through reflection, a practitioner can make a new sense of unique and uncertain situations, which are practiced (Schon, 1984).  For instance, a musikant will reflect in an action of the music made and on individual contribution thinking about what they are doing and evolve their way of doing it in the process.  With the emerging trends in technology and innovation, the aspect of self-reflection to improve and develop professional skills has evolved.  In fact, it is an important part of the teacher tutelage programs in learning institutions.  Tripp, & Rich, (2012), in their article; The influence of video analysis on the process of teacher change claim that studies have consistently reported the benefits of using videos as reflective self-improvement tools for teachers, especially because the videos have enabled teachers to recognize important patterns in their practice.  According to Tripp, & Rich, (2012), the Trends in International Mathematics and Science Study, a well-known study of self-improvement tools in teaching included a video of 1000 different classrooms from 7 different countries for teaching evaluations as proof of the existence of the application of videos as a self-reflective and improvement tool for teachers.

More, previous studies show an increased effective teaching behavior resulting from the use videos to improve teacher performance in classrooms (Tripp, & Rich, 2012). Consequently, compared to the teachers who did not use video assessments for their teaching and training, teachers who used video recordings greatly improved their question-asking techniques, in that they gave students more time to comment and share each other’s work. The studies also showed that teachers exposed to video assessments also increased the frequency and modification of positive general statements they provided for their students (Tripp, & Rich, 2012).  The employment of videos as a self-reflective tool also aids in the development of a course of action for future teaching situations.  However, Tripp, & Rich, (2012), states that there are no studies explaining how the use of video as self-reflective tools influence the process in which teachers changed their teaching.

Statement of the problem

The practice of self- reflection is important and is practiced in professional settings. It helps to teach professionals to learn from their own professional experiences rather than formal learning (Priya Mathew; Prasanth Mathew, & Peechattu, 2017).  This suggests that reflective teaching enables teachers to develop more informed practice skills by relating the acquired teaching skills with what they have learned during their formative years.  According to Priya Mathew; Prasanth Mathew, & Peechattu, (2017), to develop more effective teaching skills, self-reflection is a skill that needs to be acquired by learning rather than automatic occurrence. Reflective practice is now a focal point of a powerful movement in teaching and one of interest, as it plays a significant role in the evaluation of a teacher’s performance.  Years down the line, innovation and the evolution of technology have made it easier for teachers to self reflect.  As a matter of fact, the evolution of technology has led to a simplified method of self-reflection for teachers, which is the use of videos. The use of videos has aided teachers self-reflecting as a way to improve and develop their teaching skills.  Since reflective teaching is a significant aspect of the initial teachers’ training program, this study aims to resolve the unpreparedness and lack of teaching skills on the teachers hired in schools. The self-reflection programs that include video recording as part of self reflection-improvement tools are meant to alleviate the effects of inadequacy and unpreparedness of teachers hired in schools.

Deficiencies in the evidence

According to Tripp, & Rich, (2012),, a majority of researches and studies are limited to the purpose of improving teaching and its benefits rather than how the use of self-reflective tools has influenced the process in which teachers change, develop and improve their teaching. Tripp, & Rich, (2012),  go on to spell out the fact that there is limited research addressing how the use of video recording in the self-reflecting process in a bid to improve and develop teaching skills influences the change. This is despite the fact that after using video recordings as self-reflecting tools to improve and develop teaching skills, teachers reported that the self reflecting videos helped them view teaching from a different perspective, trust the response they received and feel the responsibility to change and improve their practice. Further, the teachers also reported the videos helped them implement the changes needed and focus their analysis (Tripp, & Rich, 2012),.

Audience

One of the most effective ways to make positive changes in classrooms is to self reflect. Teachers take time to self reflect as it is a structured and deliberate kind of thinking that focuses on improving and developing teacher’s skills.  Therefore, the audience most affected and privileged by reflective learning is the teachers.  This is because self-reflection helps teachers identify a rationale for their practice, assess the performance as teachers, significantly improve their teaching skills, and aid the development of a course of action for future teaching situations in classrooms. In addition, through self-reflection, teachers are able to identify weaknesses and strengths in a lesson plan.

Purpose of the study

The purpose of this study is to evaluate the influence of self-reflection to improve performance and professional development using videos in the teaching profession.

CHAPTER 2: LITERATURE REVIEW

Introduction

This chapter discusses the topics related to the influence of self-reflection to improve performance and professional development using videos.  This includes the advantages of self-reflecting using videos, and unaddressed issues on the use of videos in self-reflection, which are the findings of the study.  The chapter will also have a theoretical framework, which puts forward that personal theories and beliefs enhance the process of learning and developing teaching skills through reflective practice (Smith, 2003).

Theoretical framework

Smith (2003),  in her article, Connecting theory and practice through the use of personal theories, outlines a way of connecting theory and reflective practice in teaching. She puts forward that the construct of personal theories is an innovative pedagogical technique for connecting reflective practice and theory in the teaching practice.  Given the argument that reflective practice and acquired theory can be particularly useful in the development of a reflective disposition, teaching professionals should begin with analyzing and eliciting personal beliefs and theories. The elicited personal theories and beliefs will help in the acknowledgment of factors involved in the identification of autonomous teaching identities (Smith, 2003).  This will ease the process of self-reflection to improve teaching practices as the teaching professionals will have the ability to connect the acquired theories, and information and fuse them with their self-reflection assessments to develop and improve their teaching practices.

Synthesis of findings

Self-reflection, also known as reflective learning is central to the professional development of teachers.  There are two major findings in this study, which are the advantages of self-reflecting for teachers using videos and unaddressed issues in the use of videos in self-reflection.

Advantages of self-reflecting for teachers using videos

A review highlighted by Tripp, & Rich, (2012), emphasizes that technological advances pushing the use of videos further have seen learning institutions all over the world develop video analysis tools to ease the process of assessment during self-reflection.  This is advantageous for the teachers as it takes less time and effort to evaluate their performances.  This is reinforced by the fact that the use of videos in the evaluation and self-reflecting of teaching professionals is more efficient as teachers learn from their own professional experiences rather than formal learning (Priya Mathew; Prasanth Mathew, & Peechattu, 2017).  In addition, the application of videos in the self-reflecting process of teachers plays a major role in assessing teachers’ performances in classrooms.

Unaddressed issues of the use of videos in self-reflection

Although a majority of researches and studies show the purpose and benefits of improving self-reflection in teaching using videos, there is limited research and study addressing how the employment of video recordings in the self-reflecting process in a bid to improve and develop teaching skills influences changes in teaching (Tripp, & Rich, 2012).

Need for further research

Studies reveal criticisms in the use of video recordings in classrooms for self-reflection and improvement since they offer a limited account of classroom interactions.  Moreover, according to Tripp, & Rich (2012), previous and present researches are limited to the study, the purpose and benefits of improving self-reflection in teaching using videos.  This limitation exists because progress made from reflective learning using video recordings is easily monitored through progress and evaluation of teaching performance. Research done on reflective learning using videos in the teaching profession is done through interviews, observation, and artifacts, which aid in the collection of data that only deals with observable aspects (Tripp, & Rich, 2012). Therefore,  the influence of video analysis used for reflective learning can only be physical with observable changes and not changes that are significantly undetectable. For this reason, further research should be done on the use of video recording in the self-reflecting process and its influence on the changes in the teaching practice.

Research questions

• To what extent does self-reflection using videos influence the unpreparedness of teachers hired in schools?
• To what extent does self-reflection influence improve performance and professional development in teachers using videos?

CHAPTER 3: METHODOLOGY

Introduction

To carry out this research, interviews will be conducted and artifacts in the form of video clips and comments collected as data collection instruments.  A purposeful sampling method will be used for the research to ensure the alignment of the research questions and the purpose of the study.  There will be 8 participants for this research who will play a big role in member checking the information obtained from the conducted interviews and artifacts collected to ensure credibility, clarity, and accuracy of the information collected.

Participants

The participants of this study will volunteer to participate in the video analysis process and will be chosen from several instructional settings to identify similar patterns across reflective learning contexts.  There will be 2 history teachers, 3 religious education teachers, 2 English teachers, and 1 mathematics teacher.  The participants will have an even number of males and females aged 23 years to32 years.  The teachers’ teaching experience will range from 6 months to 7 years.  The students under the teachers’ care will range from 3 years to 18 years. Purposeful sampling will be applied in this study.  The reason behind this is the fact that the research targeted teachers to support the purpose of the research, which is to assess the influence of self-reflection to improve performance and professional development using videos in the teaching profession.

Instruments

• Source

In this study face to face interviews will be conducted, with the interview questions drawn from the study’s research questions and the purpose of the study. The interviews will accompany the artifacts, the video clip analysis, and written comments that the teachers participating in the research use.

b.)   Validity and reliability of the information

To ensure validity and reliability, content and face validity tests will be used for the research. The teachers provided the artifacts (the reflective learning video clips) ensured their face validity, which is their accuracy and clarity.  Content validity tests will revolve around the research done to ensure the reliability of the information.  More, to ensure credibility of information, member checking will be conducted whereby the participants get to confirm their artifacts, answers to interviews, and any other form of data collected

Procedures

On the first week, the teachers will be tasked with the making of reflective videos, which will act as artifacts for the research and conduct the interviews. They will be required to choose a learning or teaching criteria for their focus.  The teachers will continue working on their reflective learning goals for two weeks. During this time, the teachers will share and discuss their video clips.  In order to answer the study’s research questions, a sequential explanatory design will be used.

Limitations

The only foreseen constraints that may affect the dissertation outcome are time constraints.

References

Hamel, C., Viau-Guay, A., & Nkuyubwatsi, B. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1), 1673689.

Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.

Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and teacher education, 28(5), 728-739.

Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.

Smith, T. J. (2003). Connecting Theory and Reflective Practice through the Use of Personal Theories. International Group for the Psychology of Mathematics Education, 4, 215-222.