Increasing In-Service Teachers’ Willingness to be Videoed to Support Professional Learning
Marie Edwards is a Self-Reg Learning Facilitator & Presenter and Assistant Professor at Acadia University
Marie Edwards has been learning about Self-Reg since hearing Stuart Shanker give a keynote presentation in Victoria, British Columbia in 2010. Since that time, she has brought Self-Reg into her professional work as a teacher, administrator, assistant professor, Self-Reg facilitator, and researcher, as well as her personal life as a parent, partner, and friend.
Background
From 2018-2022 Marie engaged in PhD research that focussed on developing teachers’ self-regulation to support their stress management. This research was conducted through the University of Tasmania and supported by an Australian Research Council grant.
The Process for Research
Participants were teachers from an elementary school in a regional area of Tasmania, Australia. Marie collaborated with these teachers to design professional learning to further understand the science of stress, explore and recognize maladaptive and growth-promoting self-regulation strategies, and support teachers to actively apply the self-regulation professional learning to their practice. This professional learning centred predominantly on Shanker Self-Reg. Some participants took the opportunity to be videoed as part of their professional learning, connecting Self-Reg theory to practice.
Marie’s paper describes the affordances of the video experience for professional learning and suggests factors that can be considered for others seeking to engage in video as a professional learning tool. Shanker Self-Reg is featured both in the research design and in the Findings and Discussion sections.
Abstract of Paper
Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application of PL over 12 months in a rural Australian primary school. Data from questionnaires, video-based learning conversations, and collaborative sharing sessions demonstrated a strong increasing trend in the number of teachers volunteering to be videoed across three iterations of research. Thematic analysis highlighted five key factors as catalysts for increased teacher participation in engaging with video as a professional learning (PL) tool. These factors include – safe relationships and the building of relational trust; personalized connection of PL to classroom practice; an effective video annotation repository system; teacher agency within an iterative structure; and time – the need for external support systems. This study found that when these factors were addressed, willingness to engage in using the power of video as a tool to support teacher PL increased.
The Paper
Congratulations, Marie!
