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

Eisuke Saito, Thi Diem Hang Khong

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

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 well beingand 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.
Original languageEnglish
Pages (from-to)837-851
Number of pages15
JournalReflective Practice
Volume18
Issue number6
DOIs
Publication statusPublished - 2017

Keywords

  • Reflective practice
  • vide-flection
  • Vietnam
  • professional learning
  • teacher professional development
  • critical reflection

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