A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

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Abstract

A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long-term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre- and post-intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre-post quasi-experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web-mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Copyright © 2023 British Educational Research Association.
Original languageEnglish
Pages (from-to)605-624
JournalBritish Journal of Educational Technology
Volume55
Issue number2
Early online dateSept 2023
DOIs
Publication statusPublished - Mar 2024

Citation

Yang, W., Wang, C., & Bautista, A. (2024). A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM. British Journal of Educational Technology, 55(2), 605-624. https://doi.org/10.1111/bjet.13396

Keywords

  • Early childhood teachers
  • STEM
  • Teacher learning
  • Video club
  • YouTube videos

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