Date of Award
Doctor of Education (EdD)
Teaching & Learning
This qualitative study investigated inservice teachers’ perceptions of facilitated video analysis of instruction (FAVAI) on teacher professional development. The study borrows from the efficiency video of instruction has provided preservice teachers in previous research. The study made use of a group of five inservice teachers who took a professional development course labeled the Bakabaka Video Pedagogy (BVP). These teachers participated in watching and analyzing videos of instruction. A midcourse anonymous online survey was administered four weeks into the course. At the end of the BVP course, a post-viewing interview was administered to all the participants. The key research questions guiding this study were:
1. How would facilitated video analysis of instruction by inservice teachers enrolled in the BVP course impact their professional development?
2. a) How might this professional development influence their learning community?
b) What might be the possible lasting outcomes of this experience?
The analysis and findings from the data collected from the five inservice teachers who registered for the course pointed to the fact that: (a) Scaffolding Experience: FAVAI scaffolded and enhanced the learning of the teachers in the study; (b) Classroom Management issues: FAVAI provided the inservice teachers a unique opportunity for
interaction and mutual learning; (c) Learning Through Reflection: Interactive reflections during FAVAI allowed the teachers to think deeply about knowledge and pedagogy; (d) Mutual Learning Among Participants: The teachers discussed and updated their understanding of classroom management issues; (e) The Power of Analysis: the power of analysis neutralized the mediocre teaching in some of the videos; (f) Consequential Impact of FAVAI: Analysis of data from the course study suggested that there could be useful consequences on the learners.
Bakabaka, Benson Ayang, "Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development" (2016). Theses and Dissertations. 1989.