Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information

Resource type
Journal Article
Authors/contributors
Title
Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information
Abstract
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
Publication
Reflective Practice
Volume
18
Issue
6
Pages
837-851
Date
December 2017
Journal Abbr
Reflective Practice
ISSN
14623943
Library Catalog
EBSCOhost
Citation
Saito, E., & Khong, T. D. H. (2017). Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information. Reflective Practice, 18(6), 837–851. https://doi.org/10.1080/14623943.2017.1361921