Reflective professional development for urban teachers through videotaping and guided assessment.

As a part of the United States Department of Education Teacher Quality Enhancement Grants Program (TQE), a professional development project was conducted to support selected urban teachers to think reflectively about their teaching and learning. A 24- item survey instrument was developed based on the three domains of Danielson’s teaching practice (Danielson, 1996). Using the survey instrument, the eight participating teachers and external reviewers, all teacher educators, were asked to assess the video taped teaching performances three times. The main goal of the study was to share with the teachers tools for reflective practice, including, the videotaping, the survey instrument results, and the reflective thinking cycle. Also, the research examined if there were any significant differences in the ratings of the teachers’ performances between the groups completing the survey instrument. The results showed that several items in the instrument showed significances between the ratings. The conclusion of the study discusses the educational implication of using video taping for reflection and teacher improvement.

Reflective professional development for urban teachers through videotaping and guided assessment. Academic Article