VIDEO-BASED REFLECTION OF BEGINNING TEACHERS: AN INDUCTION STRATEGY TO PROMOTE TEACHING EFFICACY
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Date
2017-08-29
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Johns Hopkins University
Abstract
This study proposes and evaluates a video-based induction strategy comprised of reflective, analytical processes meant to support positive teaching efficacy of beginning teachers. The problem of inadequate induction is explored through a literature review that examines the
concept of teacher induction with a constructivist theoretical perspective focusing on the process of developing teaching proficiency. The problem of practice is examined through a needs assessment conducted in a school district to develop a contextual understanding. The findings from both the needs assessment and literature review pointed to a greater need to support teaching efficacy as a means to support teacher development and thus performance. The intervention treatment, video-based reflection of the teaching practice of the beginning teacher, is studied through a mixed methods approach using a qualitative post-treatment interview and the Teachers’ Sense of Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001). Findings suggest a positive impact on the teachers’ sense of efficacy in instructional strategies and self-reported impacts in instructional practice, student engagement, confidence, and reflective practices.
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Keywords
induction, efficacy