How Intern Teachers Use Classroom Video for Self-Reflection on Teaching

Abstract

This article evaluates four teacher interns' abilities to use a multilevel reflection framework to connect theory and practice. The interns videotaped their lessons and used a four-level reflection approach to evaluate their teaching. The findings show that they used the evidence from classroom videos to reflect on critical events; however, they seemed to have difficulty explaining local theories in use. The implications for teacher educators' own reflective practices are considered.

Key words:

• critical reflection
• language arts
• teacher education/certification
• teacher evaluation
• technology in education
• video

Acknowledgments

I am grateful to Dr. Peter Fadde of Southern Illinois University, Carbondale, Illinois, for reading and providing suggestions that improved the quality of this article.