Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
Bibliographic Data
| ID | 22044486 |
|---|---|
| Authors | Amber Simpson (0000-0001-5467-4885, Binghamton University, corresponding author), Alice Anderson (0000-0001-9682-6090, Alice Anderson Evaluation and Research, Minneapolis, MN 55406, USA), Adam V Maltese (0000-0001-8422-9395, Indiana University Bloomington), Lauren Penney (0000-0002-8285-7352, Indiana University Bloomington), Kelli Paul (0000-0003-2322-7542, Indiana University Bloomington) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 353 |
| Publication date | 2025-03-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030353 |
| OpenAlex | W4408366870 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of a reflective video-based cycle. This focus on supporting informal educators to productively attend, interpret, and respond to youths’ experiences with failure while engaged in science, technology, engineering, and mathematics (STEM) related activities. This paper describes how and why organizations co-adapted components of the professional development failure cycle to support the operational constraints of their organizations while addressing the specific needs of their informal educators. Co-adaptations addressed the following: (a) educators’ discomfort and vulnerabilities, (b) time constraints, (c) staff turnover, and (d) lack of tools. These adaptations refined the development of a reflective video-based professional development framework that informal STEM institutions can adopt to equip educators with strategies and build a supportive community, helping youths navigate and learn from failure
Higher education · Informal education · Interactive video · Mathematics education · Multimedia · Pedagogy · Political science · Professional development · Collaborative Teaching and Inclusion · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education
Denzin’s Paradigm Shift
In the field
Purposive sampling
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Contemporary trends in professional development of teachers
Facilitated Making in Museum‐Based Educational Makerspaces
Museum Educators Perspective of Failure
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Teacher learning from analysis of videotaped classroom situations
A new framework for teachers’ professional development
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
Everything Is Perfect, and We Have No Problems
What Is Reflection? Looking for Clarity in an Ambiguous Notion
The Design of Video-Based Professional Development
Interviews and Inference
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |