Learning through Practice: Using Video Confrontation to Enhance Refection in In-Service Physical Education Teachers
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| Title: | Learning through Practice: Using Video Confrontation to Enhance Refection in In-Service Physical Education Teachers |
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| Language: | English |
| Authors: | Luiz Gustavo Bonatto Rufino, Samuel de Souza Neto |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Video Technology, Reflection, Physical Education Teachers, Faculty Development, Foreign Countries, Program Effectiveness, Observation |
| Geographic Terms: | Brazil |
| DOI: | 10.3102/2181391 |
| Abstract: | This study aimed to investigate the development of the reflection process among in-service Physical Education teachers using Video Confrontation strategies in their workplace. Participants were six Brazilian Physical Education teachers engaged in a Continuing Professional Development (CPD) program. Data collection involved classroom observations and video recordings. Each participant underwent a Video Confrontation with eight scenes. Results were categorized into the themes: (1) Professional learning over time; (2) Sudden transformations in teaching actions; (3) Understanding students and context in learning; and (4) The classroom as a space for experimentation and reflective practice. Findings indicate that Video Confrontation effectively enhances reflection, highlighting its value in CPD. The study underscores the importance of learning through practice and schools as spaces for knowledge construction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678441 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate the development of the reflection process among in-service Physical Education teachers using Video Confrontation strategies in their workplace. Participants were six Brazilian Physical Education teachers engaged in a Continuing Professional Development (CPD) program. Data collection involved classroom observations and video recordings. Each participant underwent a Video Confrontation with eight scenes. Results were categorized into the themes: (1) Professional learning over time; (2) Sudden transformations in teaching actions; (3) Understanding students and context in learning; and (4) The classroom as a space for experimentation and reflective practice. Findings indicate that Video Confrontation effectively enhances reflection, highlighting its value in CPD. The study underscores the importance of learning through practice and schools as spaces for knowledge construction. |
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| DOI: | 10.3102/2181391 |
