Pros and Cons of In-Service Teacher Professional Development via Observation of Filmed Classes

Authors

DOI:

https://doi.org/10.37467/gkarevhuman.v10.3140

Keywords:

video observation, teacher professional development, teacher evaluation, confidence limits

Abstract

Filming lessons is one of the most common and effective tools in teacher professional improvement and development. In-depth interviews with 60 teachers in Israel Southern District reveal their experience with filmed lessons in professional development. This qualitative constructivist study showed that the main reason for teachers' objection to lesson filming is that the camera affects the processes occurring in the classroom. The study further demonstrated that filmed lessons significantly enhance insights into processes of learning and instruction and advance teachers' reflection on their practice.

Author Biographies

Oren Cohen Zada, Talpiot College of Education

Oren Cohen Zada is a lecturer at the Talpiot College of Education, Israel; holds M.A. in Public Policy and Administration and Ph.D. in Education Policy (Camilo José Cela University, Spain), has rich experience in the field of education as teacher, teacher mentor, school principal, including a bilingual school he founded.

Ángeles Bueno Villaverde, Faculty of Social Sciences and Education, Camilo José Cela University

Ms. Bueno Villaverde is a Ph.D. professor at the University Camilo José Cela and works as coordinator of the International Baccalaureate Professional Certificates. Master’s in international education and Bilingualism and Expert’s in High Intellectual Abilities

 

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Published

2021-12-27

How to Cite

Cohen Zada, O., & Bueno Villaverde, Ángeles. (2021). Pros and Cons of In-Service Teacher Professional Development via Observation of Filmed Classes . HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 10(1), pp. 99–111. https://doi.org/10.37467/gkarevhuman.v10.3140

Issue

Vol. 10 No. 1 (2021)

Section

Research articles

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