Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study examined how a video-based professional development (VBPD) initiative influenced early childhood teachers' practices. A purposive sample of 22 early childhood education teachers voluntarily participated in this study. The confidentiality of all participants was assured and their informed consent was obtained prior to the study. The design of the study was qualitative in nature and video based interventions were carried out during the research process. The study data was drawn from a larger study and collected through informal and semi-structured individual interviews. A constant comparative method of data analysis was utilised in the study. The themes identified in the data were guiding teachers' practices; self-awareness and desire to improve. The teachers expressed that VBPD was supportive for instructional awareness, instructional assessment practices, and the quantity and quality of classroom interaction. Furthermore, from the teachers' perspectives, the VBPD was found to improve their self-awareness and aid them in staying up-to-date professionally.
Açıklama
Anahtar Kelimeler
Video viewing; professional development; pedagogical documentation; early childhood; self-reflection
Kaynak
Educational Studies
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
50
Sayı
5
