Achieving self-reflection through videotaped self-observation
Author
Hasanbaşoğlu, Burçin
Advisor
Aydınlı, Julie Mathews
Date
2007Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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Abstract
This study was designed to investigate whether videotaped self-observation
contributes to self-reflection and whether teaching experience results in differences
between teachers in terms of their levels of reflective thinking. Two trainee teachers
attending the METU in-service teacher training course – one experienced and one
inexperienced – and two teacher trainers conducting the course participated in this
study. Data were collected through reflective narratives written after teacher
observations, interviews and think-aloud protocols (TAPs).
In this study, one of the teacher observations of each trainee was videorecorded,
and the trainees were asked to reflect on their teaching before watching their
recorded lesson in an interview, while watching it in a think-aloud protocol, and after
watching it in a reflective narrative. Each trainee’s pre- and while-video reflections
were compared to explore whether videotaped self-observation contributed to the
extent and levels of teachers’ reflection. After analyzing each trainee’s oral and written
reflections before and after video, the reflections of the two trainees were also compared to examine whether teaching experience was a determining factor in high
levels of reflection. All the data in this study were qualitatively analyzed, and in this
analysis the framework for levels of reflective thinking devised by the researcher was
used to determine trainees’ levels of reflection.
The findings of this study indicated that observing their videotaped lesson
contributed considerably to the trainees’ self-reflection, both in terms of the extent and
levels of their reflective thinking. Both teachers were able to reflect on an increased
number of points in their lessons after self-observation and demonstrated a remarkable
growth in high level reflections. However, the extent to which the trainees achieved
more detailed and higher level reflections did not seem to result from teaching
experience, which might suggest that there may be some other factors contributing to
self-reflection.
Keywords
Reflective teachingTeacher observations
Video
Self-observation
Teacher education
Self-reflection