Learning to Think Like a Teacher: Effects of Video Reflection on Preservice Teachers' Practice and Pedagogy

Autor/inn/en	Gibbons, Scott; Farley, Amy N.
Titel	Learning to Think Like a Teacher: Effects of Video Reflection on Preservice Teachers' Practice and Pedagogy
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.250-267 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gibbons, Scott) ORCID (Farley, Amy N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1812131
Schlagwörter	Video Technology; Reflection; Preservice Teachers; Preservice Teacher Education; Feedback (Response); Teaching Methods; Classroom Techniques; Learner Engagement; Positive Behavior Supports; Mentors + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung
Abstract	Using video to reflect on practice is an important concept in the field of teacher education because it allows practitioners to review their practice in a timely manner and receive professional feedback from supervisors who are not always able to be physically present during instruction. This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers' pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01