The use of video during professional experience for initial teacher education

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

    Abstract

    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.
    Original languageEnglish
    Title of host publicationSearch and research
    Subtitle of host publicationteacher education for contemporary contexts
    EditorsJuanjo Mena, Ana García-Valcárcel, Francisco José García Peñalvo, Marta Martín del Pozo
    Place of PublicationSalamanca, Spain
    PublisherEdiciones Universidad de Salamanca
    Pages1141-1149
    Number of pages9
    ISBN (Print)9788490127698
    Publication statusPublished - Jul 2017
    EventBiennial Conference of International Study Association on Teachers and Teaching (18th : 2017) - University of Salamanca, Salamanca, Spain
    Duration: 3 Jul 20177 Jul 2017

    Conference

    ConferenceBiennial Conference of International Study Association on Teachers and Teaching (18th : 2017)
    Abbreviated titleISATT2017
    CountrySpain
    CitySalamanca
    Period3/07/177/07/17

    Keywords

    • video
    • reflection
    • professional experience
    • teacher education

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