Video supported Self-Reflection in the Context of Clinical Supervision at a Rural School in Zimbabwe

Abstract

Clinical supervision and self-reflection as established by several studies are two important elements contributing to a teacher’s professional development. Video recordings facilitate feedback from the teachers and supervisors. Observation of recordings fosters teacher’s self-reflection and clinical supervision process. The purpose of this study was to investigate how video intervention can be established in rural schools to enhance the self-reflection of the teachers in the context of clinical supervision and identify if it leads to the professional development of the teachers. The study employed design science research to develop video intervention guidelines, that were implemented by the teachers and the supervisors at a rural school. In a multi-method approach, qualitative data was collected and analyzed using semi-structured interviews and observations from six teachers and three supervisors....