GSA coding forms and teaching-behavior profiles for self-analysis of videotaped lessons¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Each GSA manual directs the teacher to code a videotaped lesson on a Coding Form, marking a square each time a categorized behavior occurs, producing a permanent written record of the pattern and frequency of behaviors. In implementation, "he converts his tallied frequencies of specific observed behaviors to simple percentages and graphs," yielding a profile that serves as a visual and quantitative reference for his habitual teaching behavior. Successive profiles can be compared with other teachers' profiles or with the teacher's own earlier profiles, letting teachers map their progress and identify strengths and areas needing change.

Design Implications¶

Context¶

Requirements¶

• Videotapes of the teacher's own 15-20 minute lessons, replayed three or four times with a different workbook each time

Constraints¶

Target Learners¶

• participating classroom teachers
• teacher aides

Target Learning Goals¶

• objective self-assessment of teaching behaviors
• tracking self-improvement over time

Claims¶

• Knowledge gained by self-analysis is more likely to produce constructive change in teaching than insights given by an observer [+W]
• Perceived discrepancy between actual teaching performance and goals motivates teachers to change their teaching [+W]

Related Elements¶

Examples¶

• Implement GSA through a lead-teacher who runs introductory and regular inservice workshops with scheduled taping

Key Sources¶

• Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview. (1970). Office of Education (DHEW). https://eric.ed.gov/?id=ED069340