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Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
2014 (engelsk)Inngår i: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, nr 4, s. 507-521Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships. 

sted, utgiver, år, opplag, sider
Routledge, 2014. Vol. 23, nr 4, s. 507-521
Emneord [en]
video; teacher; changed habits; reflection; pragmatic philosophy
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-104632DOI: 10.1080/1475939X.2013.822413ISI: 000345569300007OAI: oai:DiVA.org:liu-104632DiVA, id: diva2:698032
Tilgjengelig fra: 2014-02-20 Laget: 2014-02-20 Sist oppdatert: 2017-12-06

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