VIDEO-BASED LESSON OBSERVATION TO GUIDE PEDAGOGICAL REFLECTION: IMPLEMENTATION BARRIERS IN EDUCATIONAL MENTORING1
VIDEO-BASED LESSON OBSERVATION TO GUIDE PEDAGOGICAL REFLECTION: IMPLEMENTATION BARRIERS IN EDUCATIONAL MENTORING1

Summary/Abstract: This study investigates the perceived barriers to the implementation of video-based lesson observation as a tool for guiding pedagogical reflection in educational mentoring. The research aimed to identify the main individual, interpersonal, and institutional obstacles perceived by both institutional mentors and mentored teachers. Data were collected through an online checklist questionnaire administered to a sample of 100 respondents from three regions of the Republic of Moldova. The findings indicate that mentored teachers consistently reported perceived barriers more frequently than their mentors, particularly at the emotional and relational levels, suggesting greater affective exposure during the observation and analysis of their own teaching practice. At the institutional level, the most frequently reported challenges relate to the lack of time allocated for mentoring activities, insufficient mentor training in video-based analysis, and ethical concerns regarding data protection and the evaluative use of video recordings. The conclusions highlight the need for integrated measures, including the strengthening of reflective competencies, the clarification of procedural and ethical frameworks, and the provision of specialized mentor training, in order to ensure the sustainable and effective use of video-based lesson observation in educational mentoring programs.

• Details
• Contents