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Using self-captured video to support reflective practice in teacher professional learning communities
This chapter reports on research that examined the development of a procedure for classroom video self-capture and the processes for supporting collaborative professional learning of teachers working in a professional learning community environment using self-captured video. A case study methodology within a constructivist perspective was applied in four school settings. Whilst teacher agency is at the heart of video self-capture for professional learning, this chapter highlights some of the constraints and facilitators in supporting teacher agency, including the teacher’s technical ability, the level of focus of professional learning, whether broad-based or specific, and school support structures.
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Title of book
Video-based research in education: cross-disciplinary perspectivesChapter number
15Pagination
244 - 259Publisher
RoutledgePlace of publication
Abingdon, Eng.ISBN-13
9781138089457Language
engPublication classification
B1 Book chapterCopyright notice
2019, Peter Hubber, Peta White, Amanda BerryExtent
16Editor/Contributor(s)
Lihua Xu, George Aranda, Wanty Widjaja, David ClarkeUsage metrics
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