Nine triads, comprising a pre-service teacher (PST), supervising teacher and university advisor participated in the study. Each week during a four-week professional experience placement, PSTs identified a ‘puzzle of practice’ and used smartphones to video a five-minute excerpt from one of their lessons. They annotated their video excerpt with time-stamped comments and uploaded it to a secured website. There, the supervising teacher and university advisor viewed the video, read the annotations, and provided feedback. Annotations were coded to identify the depth of reflection using four categories: Descriptive; Evaluative; Reflective; Imaginative. Participants also completed a survey about their experiences. Results indicate that the process helped PSTs to reflect on classroom practice and provided opportunities for professional dialogue.
|Title of host publication||Search and research|
|Subtitle of host publication||teacher education for contemporary contexts|
|Editors||Juanjo Mena, Ana García-Valcárcel, Francisco José García Peñalvo, Marta Martín del Pozo|
|Place of Publication||Salamanca, Spain|
|Publisher||Ediciones Universidad de Salamanca|
|Number of pages||9|
|Publication status||Published - Jul 2017|
|Event||Biennial Conference of International Study Association on Teachers and Teaching (18th : 2017) - University of Salamanca, Salamanca, Spain|
Duration: 3 Jul 2017 → 7 Jul 2017
|Conference||Biennial Conference of International Study Association on Teachers and Teaching (18th : 2017)|
|Period||3/07/17 → 7/07/17|
- professional experience
- teacher education
Cavanagh, M. (2017). The use of video during professional experience for initial teacher education. In J. Mena, A. García-Valcárcel, F. J. García Peñalvo, & M. Martín del Pozo (Eds.), Search and research: teacher education for contemporary contexts (pp. 1141-1149). Salamanca, Spain: Ediciones Universidad de Salamanca.