The use of video during professional experience for initial teacher education

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    This chapter reports an investigation of pre-service teachers’ use of video during professional experience as a tool for self-reflection and for the provision of feedback by their supervising teachers. 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 secure website. There, the supervising teacher and university advisor could view the video, read the annotations, and add their responses. Annotations were coded to identify the depth of the reflections using four categories: Descriptive; Evaluative; Reflective; Imaginative. Participants also provided feedback on their experiences through a survey. Results indicate that the process helped PSTs to reflect on classroom practice and provided opportunities for professional dialogue among triad members.
    Original languageEnglish
    Title of host publicationTeachers’ professional development in global contexts
    Subtitle of host publicationinsights from teacher education
    Editors Juanjo Mena , Ana García-Valcárcel , Francisco García-Peñalvo
    Place of PublicationLeiden
    PublisherBrill
    Chapter14
    Pages263-281
    Number of pages19
    ISBN (Electronic)9789004405363
    ISBN (Print)9789004405356, 9789004405349
    DOIs
    Publication statusPublished - 20 May 2019

    Bibliographical note

    Expanded version of previous publication, published as 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.

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