In-service TeachersÕ Initial Reflections Developed Through an Evidence-based Tool

Cynthia Minchew Deaton

Benjamin E. Deaton

Arthur Recesso

University of Georgia

611 Aderhold Hall

Athens, GA 30602

cminchew @ uga.edu

bdeaton @ uga.edu

Abstract: The purpose of this study was to examine the initial reflections of four in-service elementary science teachers participating in a two-week summer professional development experience. The participants of this study were supported in their development of knowledge about environmental science, multicultural teaching strategies, reflection, and Video Analysis Tool (VAT). Digital video footage, teacher-constructed reflections in VAT, and weblog journal entries concerning the teachersÕ science teaching philosophy were collected. An individual case for each participant was constructed to detail how they 1) developed their initial reflections, 2) addressed their teaching beliefs using VAT, and 3) used evidence to address their teaching beliefs. Teachers utilized video evidence and their recall of lesson planning to address issues of practice and their teaching beliefs. VAT enabled teachers to use direct evidence of teaching and learning to reflect.