Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice

Autor/in	Bergman, Daniel
Titel	Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice
Quelle	In: Teacher Educator, 50 (2015) 2, S.127-144 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2015.1010054
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Video Technology; Protocol Materials; Classroom Techniques; Reflection; Educational Practices; Teaching Methods; Methods Courses; Secondary School Curriculum; Field Experience Programs; Qualitative Research; Statistical Analysis; Protocol Analysis; Classroom Observation Techniques; Undergraduate Students; Teacher Behavior; Interaction Process Analysis; Questioning Techniques + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Unterrichtsprotokoll; Klassenführung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Praxisnahes Lernen; Qualitative Forschung; Statistische Analyse; Teacher behaviour; Lehrerverhalten; Prozessanalyse; Befragungstechnik; Fragetechnik
Abstract	This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group (n[subscript V] = 95) used video recorders. Qualitative methods (content analysis) of the reflections found that preservice teachers gave varied attention to curricular decisions, question/response patterns, wait time, mannerisms, nervousness, and use of praise. Quantitative analyses (chi-square tests for independence) indicate the recording format did not lead to significant differences in participants' reflection on their various instructional behaviors except for two aspects: the video group gave more attention to non-verbal behaviors and movement around the classroom (a = 0.05). Implications are discussed, including methods for enhancing the habit of teachers recording and reflecting in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01