Changing the focus of teaching reflection with video analysis. An investigation of four university teaching
DOI:
https://doi.org/10.7346/sird-012025-p95Keywords:
Video‐Analysis, University Teaching, Teaching Effectiveness, Digital InnovationAbstract
The effectiveness and role of video analysis as a tool for professional development and teaching innovation in academia
is a relatively new and challenging subject of inquiry. As with primary and secondary school teachers, improvement of
teaching experiences in universities can begin with critical and motivated reflection by teachers.
This article describes and analyzes the experience of four university science teachers who, through observing video
recordings of their own lectures and responding to interviews about their personal teaching experiences and methods,
came to a thorough and pointed analysis of their own teaching especially in relation to interaction with students.
The path taken enabled the authors to identify a number of elements that can contribute to incisive change in teaching.
Through the analysis of the data collected, it was possible to highlight how the entire teaching action mainly gravitates
around the attempt to actively involve students, a basic element for a university teaching aimed at fostering understanding
and learning already during the classroom explanation, before individual study. In the study, moments of possible
intervention in teaching practice and possible future actions were identified.
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Copyright (c) 2025 Marco D'Agostini, Marco Bardelli
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