| The purpose of this study was to explore the experiences of veteran teachers participating in the staff development method of guided self-evaluation supported by digital video. In order to understand the essence of the experience of these veteran teachers, a phenomenological approach following Herbert A. Speigelberg's design was used for data collection and analysis. The study had two specific foci: to determine the aspects of guided self-evaluation using digital video that veteran teachers will consider useful as methods of professional development; and to determine to what extent experiencing guided self-evaluation using digital video will raise awareness in veteran teachers for the need to improve teaching behaviors. Data were collected using pre- and post-conferences, a focus group interview, in-depth individual interviews, and reflective journal entries from which verbatim transcripts were produced. Three veteran teachers were randomly selected to participate from a pool of volunteers. Each participated in a pre-conference, a digitally videotaped lesson presentation, and a post-conference for the process of guided self-evaluation. The major experiences encountered by the participants that were aspects of guided self-evaluation using digital video considered useful as methods of professional development were the focus on specific teaching behaviors, the convenience and efficiency of digital video, and the value of another professional's perspective. Those major experiences that were determined to raise awareness in veteran teachers for the need to improve teaching behaviors were receiving of positive reinforcement, developing strategies for growth, and reflecting on teaching practices. |
