Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis

Abstract

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.

Keywords:

• video pedagogy
• teacher education
• literacy
• discussion groups
• pedagogical change
• teacher learning

Acknowledgments

We would like to acknowledge the generous support of the Oakland University School of Education and Human Services Faculty Research Support Committee who helped to fund this project, all of the dedicated teachers who participated in the research, and the graduate assistants who helped with coding the data.