Improving science teaching through the use of video reflection and a PCK-based teaching framework

Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, participatory action research (PAR) approach supported the use of self-tracking video in the classroom for the purpose of individual teacher reflection. The teachers then collaborated in a video club professional learning community (PLC) to collectively reflect on effective teaching skills and knowledge. The study concluded that experienced Science teachers found the use of video-supported reflection and participation in a supportive PLC positive and beneficial. It aided their self-reflection and goal-setting and was perceived as enhancing other PD programs that the teachers were engaged in. Participants also felt that the shared experience consolidated collegial relationships and discussion and led to positive feelings. The study provided further insights about elements of effective teaching building on earlier PCK research.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2020

Author dc:creator

• Bruce, Dallas

• 21st Century skills
• Effective Teaching
• Goal-setting
• Pedagogical Content Knowledge (PCK)
• Professional Learning Community (PLC)
• Reflection
• Science education
• Science teaching
• Scientific Inquiry
• Scientific literacy
• Self-Efficacy
• Self-tracking video
• Standards
• STEM
• Teacher’s Approach to teaching and Learning
• Teacher Framework
• Teacher Professional Development
• Teacher Reform
• Teacher Skills and Knowledge
• Video Club
• Education
• Educational Methods
• Science and Mathematics Education

Repository record dc:identifier

https://ro.ecu.edu.au/theses/2300

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-3302