The impact of video as a self-reflective tool for improvement of teacher feedback practices

Teacher reflection on instructional practices can improve performance and positively influence student achievement. This qualitative quasi-ethnographic study investigated the impact of self-tracking video technology as a reflective tool for improvement of teacher feedback in a specialist primary classroom. Video provided observational data which was analysed using a checklist and researcher and reviewer annotations. The study concluded that the teacher used non-specific feedback strategies more than specific-feedback to respond to behavioural, engagement and learning issues. Thus, context was identified as an important determinant of effectiveness in feedback. The video technology features enhanced the teacher’s reflection and strengthened the collaborative reflective processes.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2019

Author dc:creator

• Mueller, Julia

• Teacher reflection on instructional practices
• Impact of self-tracking video technology as a reflective tool
• Education

Repository record dc:identifier

https://ro.ecu.edu.au/theses/2241

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-3243