Publication:
Teachers´ reflective experience through classroom video observation

cris.virtual.author-orcid0000-0003-2509-8051
cris.virtual.author-orcid#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtual.departmentFacultad de Educación
cris.virtual.department#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtualsource.author-orcidb5d3e548-a08d-4b22-bcaf-0815706e2d96
cris.virtualsource.author-orcid#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtualsource.departmentb5d3e548-a08d-4b22-bcaf-0815706e2d96
cris.virtualsource.department#PLACEHOLDER_PARENT_METADATA_VALUE#
dc.contributor.authorSáez-Lantaño, Alejandra
dc.contributor.authorDra. Nocetti-De La Barra, Alejandra
dc.date.accessioned2023-12-04T19:18:58Z
dc.date.available2023-12-04T19:18:58Z
dc.date.issued2023
dc.description.abstractDuring the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the profesional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.
dc.identifier.doi10.12973/eu-jer.12.4.1755
dc.identifier.urihttps://repositorio.ucsc.cl/handle/25022009/9857
dc.languageeng
dc.publisherEuropean Journal of Educational Research
dc.rightsacceso abierto
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectPractical knowledge
dc.subjectProfessional development
dc.subjectReflective practice
dc.subjectTeacher
dc.subjectVideo observation
dc.titleTeachers´ reflective experience through classroom video observation
dc.typeartículo
dspace.entity.typePublication
oairecerif.author.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#
oairecerif.author.affiliationFacultad de Educación
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