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Exploring video use in student teachers' collaborative reflection: An action research project
With increased accessibility to digital video equipment, there has been notable interest in exploring how this might support practice and pedagogy across many education sectors. In recent years video has been found to offer many opportunities to study and support teacher professional development. This paper examines the potential for digital observation within initial teacher education (ITE), specifically as a tool for engaging pre-service teachers in reflective practice during school placement. The study included pre-service primary teachers in the largest teacher education centre in Ireland. A treatment group (n = 15) completed their compulsory written reflections as normal during school placement but were also provided with Swivl digital technology in order to record and reflect on their lessons using video footage. A control group (n = 20) completed their traditional written reflections as normal without the use of the digital technology. Upon the completion of school placement, in-depth qualitative interviews with both treatment and control groups (N = 35) examined experiences in using digital technologies in the classroom, and the critical reflection of their lessons during school placement. The analysis provides strong evidence that the digital video footage was highly supportive in pre-service teachers’ weekly self-reflection and in developing their self-reflective practice. They reflected on embodied and non-embodied aspects of their teaching, in the process revising their habitus as a teacher. The richness of the data provides new evidence on the potential for video technology to support teacher professional development internationally.
We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum.
The central issue addressed in this study is the use of video recordings to help foster the reflective practice of pre-service teachers. For the study, we used a qualitative research methodology to investigate and discuss the use of video recordings in the classroom as a means of promoting reflection among pre-service teachers of EFL. This study also reports on the participants’ experiences, reactions and perceptions towards the use of video recordings of their teaching in the practicum. In this study, the data were provided whereby the video-recordings of both the actual teaching and the post-conferences held over three weeks. The three participants also kept reflective journals and answered an open-ended questionnaire. The results revealed that the video inclusion helped them to raise awareness particularly about the problems of their L2 use, the unfamiliarity between themselves and the students, and the effect of their moods on the day of teaching. Furthermore, the participants expressed a strong belief in the value and effectiveness of watching their teaching episodes weekly as to reach several questions, realizations and changes about their teaching practices in the practicum.
Reflection is a widely used pedagogy in teacher education. Although there is consensus that reflection is important for preservice teacher learning, the large corpus of empirical literature on reflection seems not to agree on what reflection is or how to support preservice teachers as they reflect. This study examined the moves made by a teacher educator as she facilitated video-mediated reflection with 15 preservice teachers. The findings describe those moves and how they helped the preservice teachers to create ‘warranted assertabilities’ about literacy teaching and learning. A framework for facilitating reflection is offered.
If the purpose of reflection is to improve teaching, it is essential to understand how video-aided reflection influences teacher change. Yet, there is limited research addressing how video analysis influences the change process. The purpose of this study was to gain an in depth understanding of how video influences the process of teacher change. Teachers in three different teaching environments engaged in semester-long video-reflection groups. Through a descriptive analysis of these meetings, participants’ own video-analyses, and individual interviews, six over-arching themes emerged across the different environments that describe the change process. Teachers reported that video encouraged change because it helped them: (a) focus their analysis, (b) see their teaching from a new perspective, (c) trust the feedback they received, (d) feel accountable to change their practice, (e) remember to implement changes, and (f) see their progress. We discuss how these results may help researchers and educators understand how video can be used to encourage teacher improvement.
Video in language teacher education (ELTRA Research Report)
- Mann S.