Using Self-video-based Discourse in Training Physics Teachers

Yaron Lehavi*, Avraham Merzel, Ruti Segal, Ami Baram, Bat Sheva Eylon

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations


Videotaping is widely accepted as a useful tool for teachers’ education and learning. Analyzing their own teaching videos was found to be especially valuable for those teachers who became aware of more relevant components of teaching and learning and induced changes in a wide range of their pedagogical habits. From another perspective, educational reformers pointed out that increasing teachers’ engagement in peer discourse is linked to greater student achievements, an innovative climate and improved educational reform implementation and sustainability. Here we describe a study of an approach designed to develop physics and mathematics educators’ proficiency in conducting a peer video based didactic discourse. Our preliminary results indicate that participation in training workshops according to this approach enhanced the participants’ level of awareness [1] and abilities to focus their attention on subject matter (physics and mathematics and their teaching) oriented issues.

Original languageAmerican English
Title of host publicationConcepts, Strategies and Models to Enhance Physics Teaching and Learning
PublisherSpringer International Publishing
Number of pages11
ISBN (Electronic)9783030181376
ISBN (Print)9783030181369
StatePublished - 1 Jan 2019

Bibliographical note

Publisher Copyright:
© Springer Nature Switzerland AG 2019.


  • Levels of awareness
  • Professional development
  • Self-videoing
  • Teachers’ instructors


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