Video-based self-observation of teaching was among the most powerful parts of the coaching process for teachers¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers reported that watching recordings of their own teaching was one of the most powerful parts of coaching, moving past initial self-consciousness to evaluate their practice. → White 2015

Evidence¶

White 2015¶

White, A. S., Howell Smith, M., Kunz, G. M., & Nugent, G. C. (2015). Active ingredients of instructional coaching: Developing a conceptual framework (R2Ed Working Paper No. 2015-3). https://r2ed.unl.edu/resources_workingpapers.shtml

q2 · i? · qualitative · r2

Observation stage section of the qualitative study: in the web-mediated CSI coaching, teachers video recorded lessons and watched their own video before coaching meetings, noticing student reactions that were not "on your radar" and finding "aha moments" that reinforced strengths.

"The self-observation of teaching proved to be one of the most powerful parts of the coaching process for teachers."

Discussion¶

Related Claims¶

• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — the general claim this finding bears on, with the studies behind it

• Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance — the general claim this finding bears on, with the studies behind it

• A 2007 report on an online peer-assisted learning community asserts, citing no studies, that peer coaching has proved a highly effective form of teacher professional development in the UK, US and other countries since the 1980s — a broader claim this one bears on
• Young children's video interpretation of their own mathematical play reveals both mathematical and social-affective sensemaking — related
• Parent Coaching Outperforms Information Only — related
• Judgments of learning are often inaccurate — related
• Video-based analysis of teacher-student interactions mediates positive coaching outcomes, and challenging teachers supports reflection but is uncommon — related