Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me
Kate Cassada, Laura Kassner, University of Richmond, United States
CITE Journal Volume 18, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were contacted and presented with a summary of four benefits of the peer video review process, as identified in a recent professional article. Through online survey, participants were asked to share their perceptions of the peer video review experiences in the course and address any evidence related to the benefits raised in the professional article. Qualitative analysis revealed evidence of individual and collective benefits at personal and professional levels and consensus around the value of the experience, despite common apprehension about the vulnerability involved in sharing. Additionally, participants identified strengths of the video medium and provided suggestions for practical applications of peer video review in the field.
Cassada, K. & Kassner, L. (2018). Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me. Contemporary Issues in Technology and Teacher Education, 18(2), 416-441. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 18, 2018 from https://www.learntechlib.org/primary/p/180743/.
© 2018 Society for Information Technology & Teacher Education
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