Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice

Abstract

This study examined educators’ self-perception as practitioners of inquiry-based math and science instruction, their motivation to produce videos to share that practice, and the impact of video production on their use of inquiry and role in the professional development community. Semi-structured interviews were used to address the research questions. Participant responses indicated a high level of self-reflection and a keen understanding of the nature of inquiry-based math and science teaching. Participants were motivated to share their practice largely by their desire to help other educators develop as inquiry practitioners. Articulating how and why they used inquiry-based techniques for the videos deepened their already reflective teaching. The positive aspects of participation also increased their confidence in their ability to engage in professional development as teacher-leaders. Overall this study indicated that videos created for the purposes of professional development had a transforming effect on those who produced them in addition to their benefit for others.

Citation

Edgcomb, M.R., Morris, S.J. and McConnaughay, K.D. (2014), "Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice", Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 357-375. https://doi.org/10.1108/S2055-364120140000001018