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The Use of Video as a Tool for Building Reflective Educators

The Use of Video as a Tool for Building Reflective Educators

Robert John Ceglie, Dixie F. Abernathy
Copyright: © 2020 |Pages: 18
ISBN13: 9781799821328|ISBN10: 1799821323|EISBN13: 9781799821342
DOI: 10.4018/978-1-7998-2132-8.ch009
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MLA

Ceglie, Robert John, and Dixie F. Abernathy. "The Use of Video as a Tool for Building Reflective Educators." Handbook of Research on Developing Engaging Online Courses, edited by Amy W. Thornburg, et al., IGI Global, 2020, pp. 152-169. https://doi.org/10.4018/978-1-7998-2132-8.ch009

APA

Ceglie, R. J. & Abernathy, D. F. (2020). The Use of Video as a Tool for Building Reflective Educators. In A. Thornburg, D. Abernathy, & R. Ceglie (Eds.), Handbook of Research on Developing Engaging Online Courses (pp. 152-169). IGI Global. https://doi.org/10.4018/978-1-7998-2132-8.ch009

Chicago

Ceglie, Robert John, and Dixie F. Abernathy. "The Use of Video as a Tool for Building Reflective Educators." In Handbook of Research on Developing Engaging Online Courses, edited by Amy W. Thornburg, Dixie F. Abernathy, and Robert J. Ceglie, 152-169. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2132-8.ch009

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Abstract

Providing opportunities for novice and veteran teachers to reflect and asses their instruction is essential for building professional expertise. The importance of the skill of reflection has historically been valued as a critical characteristic of a good teacher. In Donald Schön's seminal work, The Reflective Practitioner (1983), he affirmed the importance of reflection in the teaching profession and stressed how skillful reflection builds professional excellence. Using Schön's work as a framework, the authors explore the use of video as a tool to support both competence and reflective practices in novice and veteran teachers enrolled in online education programs. This chapter surveys recent studies that support the growth of competent, reflective teachers. Video, combined with guidance on thoughtful reflection, support the use of instructional practices that build and strengthen teacher competence.

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