The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates’ learning of literacy instruction in order to teach high needs students by examining teacher-candidates’ analysis of video-recorded lessons, followed by discussions with peers and further reflections on their own teaching.
Hong, C., & Van Riper, I. (2016). Enhancing teacher learning from guided video analysis of literacy instruction: An interdisciplinary and collaborative approach. Journal of Inquiry and Action in Education, 7 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol7/iss2/5
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