| Popis: |
This case study was part of a practical action research aimed at planning, carrying out and evaluating a video-based professional development program for mathematics and biology teachers. The teachers involved in the research were tasked with implementing elements of effective teaching and their lessons were video-recorded. The research lasted two pandemic school years, from early 2020 to mid-2021. During this period, the recorded lessons were analysed in online learning communities and on an online forum. There, the teachers could engage in video-based learning, allowing for a discussion on teaching practices while ensuring collaborative reflection and critical friendship with pedagogues and mathematics or biology teacher educators. However, their pupils were involved in the research only indirectly: they were the objects of recorded lessons with no active role in the process. In addition to analysing recorded lessons, we conducted two group interviews with pupils in order to understand their perspective on the video-based classroom research. The data obtained suggests that the pupils did not know why the lessons were videotaped. They did not understand the positive and negative aspects of recording lessons, which is why their activity decreased during the lessons and they expressed their fear of the camera. However, the pupils stated that their taking part in video-based classroom research led to some positive changes in themselves, mainly improved self-esteem and increased attentiveness during instruction. Since pupils are at the center of education, it is necessary to ensure their active involvement in the process of planning, implementing and evaluating changes in teaching, especially since these changes are aimed at improving their learning in general. |
