Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on video
(English)Manuscript (preprint) (Other academic)
The aim of this paper is to contribute to the question about teachers’ professional development and to explore in what ways this development can be supported by using video. Eight folk high school teachers have, with two years apart, videorecorded their own teaching. When the teachers watched the videos, they interpreted their performance in the classroom. Data from the interviews have been analysed using concepts from pragmatism and symbolic interactionism. The results show that the video tool has contributed to the teachers’ professional development by offering them a concrete and distanced picture of themselves that supports their reflection. The video work helps them to develop on their own terms in relation to the local context. The results contribute to the discussion about whether adult educators’ professionalisation can be seen as uniform or locally situated.
Professional development; adult educator; teacher; folk high school; reflection; pragmatism; symbolic interactionism
IdentifiersURN: urn:nbn:se:liu:diva-92093OAI: oai:DiVA.org:liu-92093DiVA: diva2:620118