Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers

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dc.authoridYilmaz, Arif/0000-0001-5106-7721
dc.authoridAras, Selda/0000-0001-7285-0336
dc.contributor.authorSahin, Figen
dc.contributor.authorYilmaz, Arif
dc.contributor.authorBuldu, Mehmet
dc.contributor.authorAras, Selda
dc.contributor.authorBuldu, Metehan
dc.contributor.authorAkgul, Esra
dc.date.accessioned2025-01-21T16:55:53Z
dc.date.available2025-01-21T16:55:53Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThis 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.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [113K560]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under Grant No. 113K560 and an earlier version of the study was presented at the 25th EECERA Conference.
dc.identifier.doi10.1080/03055698.2021.2024428
dc.identifier.endpage1013
dc.identifier.issn0305-5698
dc.identifier.issn1465-3400
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85124762479
dc.identifier.scopusqualityQ1
dc.identifier.startpage996
dc.identifier.urihttps://doi.org/10.1080/03055698.2021.2024428
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25864
dc.identifier.volume50
dc.identifier.wosWOS:000754966700001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEducational Studies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectVideo viewing; professional development; pedagogical documentation; early childhood; self-reflection
dc.titleVideo based professional development on pedagogical documentation: a yearlong study with early childhood teachers
dc.typeArticle

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