Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom

Specialist primary teachers confront the challenging task of teaching extensive learning content of the Western Australian Curriculum, within limited weekly timetabled lessons. This was the motivating factor behind this study aimed at investigating the use of self-tracking video technology as a tool for teacher reflection, to guide enhancement of student engagement and learning in the specialist classroom. Reflective practice is integral to monitoring and improving teaching pedagogy but without an effective reflection tool, it can potentially be a waste of time. The capacity for a teacher to engage in reflection-on-action through real time video analysis enables a deeper understanding of pedagogical practices. This thesis explores the concept of reflection-on-action and the use of self-tracking video technology as a means to enhance student engagement in a specialist primary Science and Health classroom.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2019

Author dc:creator

• Standley, Tamara Nicole

• teaching pedagogy
• reflection
• engagement
• video technology
• Education

Repository record dc:identifier

https://ro.ecu.edu.au/theses/2240

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-3242