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Cultural Studies of Science Education

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01.03.2012 | Forum

How can video supported reflection enhance teachers’ professional development?

verfasst von: John F. McCullagh

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2012

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Abstract

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman’s account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers’ actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of ‘reflection’ and a short case study, the paper uses Lev Semenovich Vygotsky’s zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

Vorheriger Artikel How can conceptual schemes change teaching?

Nächster Artikel Learning to teach science in urban schools by becoming a researcher of one’s own beginning practice

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Titel: How can video supported reflection enhance teachers’ professional development?
verfasst von: John F. McCullagh
Publikationsdatum: 01.03.2012
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 1/2012
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-012-9396-0

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