Reflecting on Practice: Using Video to Promote Preservice Teacher Development of Professional Noticing and Ambitious Pedagogy

Figures & data

Figure 1. Structures and expected outcomes for PSTs as they move toward noticing through integrated practicum experiences based on the conceptual framework.

Table 1. Coding Reconciliation by Questionnaire Prompt.

Questionnaire Prompt	Intercoder Reliability Among Three Coders (%)
1	79
2	87
3	74
4	92

Note. Percentages based on instances where all three coders agreed, including segments that were dual-coded.

Prompt 1. What were the benefits of engaging in the video reflection activity?

Initial Codes	Tie to the Conceptual Framework (Process or Outcome)	Description of Code	Example from the Data
Receiving Feedback	Take up of feedback (Outcome)	Hearing feedback from peers helped them reflect on grows/glows	“Getting feedback is always valuable” (Participant 28)
New Ideas from Peers	Take up of feedback (Outcome)	Instructional strategies or ideas to try in future lessons	“Loved getting more ideas on how I could have done things. Ideas that I would not have even thought of.” (Participant 1)
Self-Reflection	Critical analysis; professional noticing (Outcome)	Students describe it as an opportunity to reflect on the strengths and areas of growth about their teaching	“Some of the benefits of engaging in the video reflection activity were I was challenged to focus on myself, the students, and the actual content I was teaching in the small group.” (Participant 33)
Video as an External View of Teaching	Professional noticing (Outcome)	Objectively seeing things about teaching in the video they may not be aware of in the moment	“It is helpful to watch yourself from an outside perspective, you are able to pick up on more things that are happening.” (Participant 30)
Goal Setting	Implementation of feedback in teaching (Outcome)	Feedforward, using the feedback in future experiences	“It gave us the opportunity to reflect on our teaching and highlight the things that we did well while also figuring out what we need to work on and improve for the future. “ (Participant 38)
Purposeful Activity Structure	Process for Reflection (Process)	Watching video multiple times, with different purposes focused reflections	“We looked at our video multiple times and each time it was for a different purpose. This helped me really think about what I did great and what I could improve on.” (Participant 15)
Low Stakes Activity	Process	Not graded, practice before having to teach in front of students, etc.	“I appreciated the two times we videoed our lessons. It was a great way to keep me accountable without the pressure of being observed. I saw the video lessons as a scrimmage, while other lessons were practice, and the observations were the games.” (Participant 23)
Not Beneficial	Counterexample of Outcomes	Students stated no/little value in the activity	“I personally think it’s okay, but I don’t think I get much out of it as I do by being observed by someone.” (Participant 36)
“I liked it”	Counter-example critical reflection and professional noticing (Outcomes)	Not much depth or description of what was beneficial	“Being able to watch myself teach was a great personal reflection.” (Participant 31)

Prompt 2. What were the challenges of engaging in the video reflection activity?.

Initial Codes	Tie to the Conceptual Framework (Process or Outcome)	Description of Code	Example from the Data
Usefulness of Peer Feedback	Counterexample of take up of feedback (Outcome)	Peers didn’t always have suggestions, everyone had the same issues so couldn’t help one another.	“A lot of the people in my group had similar areas of growth and/or keepers so some of the feedback felt a little repetitive.” (Participant 20)
Engaging in Self-Reflection	Counterexample of critical reflection and professional noticing (Outcome)	Students expressed struggling to find positives, things they would do differently, self-critique.	“Making sure you are positive about your teaching while also being critical and holding yourself to higher standards.” (Participant 39)
Watching Self on Video	Processes for Reflection; Professional noticing (Outcome)	Students found it uncomfortable to watch themselves teach	“Nobody likes watching themselves on video, That is about the only negative I can think of! Truly this is a great idea to do video reflections!” (Participant 7)
Video as a Distraction	Processes for Reflection; Counter- example of professional noticing (Outcome)	Sometimes the video was not representative of teaching because students and/or teacher acted differently while being recorded	“The only challenges I had with the video was how my students acted differently while videoing, either shutting down or acting out.” (Participant 23)
Logistics	Processes	Issues with technology, finding a good chunk of video	“With multiple different big assignments going on it was hard to create time management sometimes. With having to fit everything in, in a short amount of time it got stressful at times when preparing multiple different lessons.” (Participant 8)
Structure of the Activity	Processes	Time to complete tasks during the activity, in person vs. asynchronous, too many prompts for short video clip, when/how to complete the growth document…	“I think it was challenging to engage in reflection for such a long period of time though it was nice to hear reflection and feedback from peers.” (Participant 24)
Not useful	Counterexample of Outcomes	Students stated no/little value in the activity	“I did not feel like there was a major purpose to the video reflection, so it made it hard to engage in the experience. I felt like I was just getting a surface level idea of my teaching.” Participant 47)

Prompt 3. What ways did the video reflection activity impact your overall field experience?.

Initial Codes	Tie to the Conceptual Framework (Process or Outcome)	Description of Code	Example from the Data
Peer Feedback	Take up of feedback (Outcome)	Opportunities to hear suggestions, grows and glows, ideas to use in field	“I honestly felt like this helped me improve so much because I was able to get multiple different feedback opportunities from my peers. I was able to hear different suggestions, but also what went well from my peers as well.” (Participant 9)
Feedforward	Take up of feedback; active classroom application and anticipated application (Outcome)	Plans to implement ideas from peers in future lessons or practicums	“The video reflection helped me to know how I would change a future lesson or how I would change certain things in my lesson to make it work better the next time I taught it.” (Participant 16)
Critical Reflection on Teaching	Critical reflection; professional noticing (Outcome)	Ability to self-reflect on their own strengths and weaknesses	“It helped me get a better understanding of what things I need to work on and what things I was successful in.” (Participant 17)
“I liked it”	Counterexample critical reflection and professional noticing (Outcome)	No detail	“I liked looking back on the videos, I thought that they did really help me and were fun to watch.” (Participant 6)
Not useful	Counterexample of Outcomes	Students stated no/little value in the activity	“It did not impact my field experience as it was after practicum.” (Participant 44)

Prompt 4. In what ways could the video reflection activity be improved upon for future iterations?.

Initial Codes	Tie to the Conceptual Framework (Process or Outcome)	Description of Code	Example from the Data
Timing during field	Counterexample of active classroom implementation (Outcomes via better processes)	Happen earlier in the field experience (vs. last week with only two days to implement feedback)	“I would say possibly having it earlier in the semester so students have time to be able to work on the suggestions of the growth area so they get practice in what their peers suggest.” (Participant 9)
Structure of the Activity	Suggestions to improve feedback; active classroom implementation opportunities; professional noticing development (Outcomes via better processes)	Changing things like time to reflect, more small group time, timing of when the document is filled out, more time on strategy discussion vs viewing videos, remote vs asynchronous.	“I really believe that students should show their videos to a small group of peers. Having peers see the video for themselves I think would help them give more specific feedback to the person.” (Participant 18)
Logistics	Processes	Issues with technology (e.g., trimming videos, who records and how)	“I think it would be helpful to have my partner record the video next time so I can see a wider angle.” (Participant 31)