Supporting PBL instruction with teacher video self-analysis and reflection

ABSTRACT

This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then engaged in a semi-structured reflection protocol. The Modified Metacognitive Coach Checklist (MCC-M) supported teachers in this reflection. Researchers conducted an inductive analysis of the transcripts, which is consistent with the constant comparative method. Data analysis showed positive outcomes in promoting long-term changes in beliefs, pedagogy, and in the lives of diverse students when teachers use a specific model of PBL instruction focused on increasing equity in outcomes, and as a driver for reflective practice using video self-analysis.

KEYWORDS:

• Problem-based learning
• video analysis
• teacher reflection
• in-service teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the U.S. Department of Education [S206A140022].

Notes on contributors

Anne K. Horak

Anne K. Horak, PhD, College of Education and Human Development, George Mason University, serves as Principal Investigator and Project Director for Project ExCEL-Ignite, a federally funded Jacob K. Javits grant. Prior to Mason, Dr Horak taught middle school and served as program specialist for advanced programs. Her research focuses on underrepresented gifted students and problem-based learning, as well as teacher professional learning.

Jessica Marotta

Jessica Marotta, EdD, School of Education, Marymount University, currently serves as an associate professor and Associate School of Education Director. Prior to Marymount, Dr. Marotta taught secondary school, was a department chairperson, district coordinator, assistant principal, central office instructional coordinator, and university supervisor for student teachers. Dr Marotta has presented at numerous educational conferences on assessment, video self-analysis for teacher development, and teacher reflection. She can be reached at [email protected].

Rebecca Brusseau

Rebecca Brusseau is a PhD candidate at George Mason University specializing in Teaching and Teacher Education with a focus on Critical Perspectives. A former elementary school teacher, she has experience developing curricula for K–12 students, teachers, and graduate students. As a research assistant with Project ExCEL, she co-authored two problem-based learning (PBL) units recognized for excellence by the National Association for Gifted Children. Since leaving the PK–6 classroom, she has worked in a variety of settings with in-service teachers around issues of equity and critical pedagogy. Her research interests focus on the use of personal narrative and small story in the knowledge construction of practicing teachers. Additionally, she is interested in critical reflection as a learning process for developing critical consciousness. Ms. Brusseau can be reached at [email protected].

Kimberley Daly

Kimberley Daly, PhD, College of Education and Human Development, George Mason University, serves as coordinator for Project ExCEL-Ignite, a federally funded Jacob K. Javits grant and an adjunct professor of education in the Teaching Culturally, Linguistically Diverse & Exceptional Learners Program. She has worked and taught in various PK–20 settings in New Jersey, Virginia, and Ukraine. Dr Daly’s research focuses on advanced academic programs especially the International Baccalaureate, problem-based learning, and human rights education. She can be reached at [email protected].