Detalhes do Documento

The Video-Feedback Intervention to Promote Positive Pedagogy and Sensitive Discipline in School (VIPP-School) aims at enhancing teacher sensitivity and sensitive discipline in interactions with children showing behavior problems. Although the first evidence for effectiveness has been shown, the mechanisms of change that underly the learning process of teachers during the intervention are still unclear. This study presents two case studies of kindergarten teachers participating in VIPP-School. Drawing on the intervention manual, logbooks, intervener feedback, and independent observations, we describe how the intervention was carried out and how each teacher’s personalized learning path related to changes in sensitivity and sensitive discipline. These cases highlight the importance of iterative cycles of reflection and application of new strategies for learning. The results provide further insight into mechanisms of change in video-feedback interventions and show how the protocolized VIPP-School intervention can be tailored to individual teacher–child dyads.