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

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.

KEYWORDS:

• Reflection
• student teaching
• professional development

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The article relies on data collected during a pilot project supported in part by the Bill and Melinda Gates Foundation regarding preservice teachers’ use of video software as a tool for guided reflection.

Notes on contributors

Scott Gibbons

Scott Gibbons has worked in K-12 education for over ten years, teaching English language arts in both Kentucky and Pennsylvania. He is currently in the doctoral program at the University of Cincinnati, focusing on curriculum and instruction and teacher education. Scott’s research interests include online teacher professional development and methods in teacher education.

Amy N. Farley

Amy N. Farley is Assistant Professor of Educational Leadership and Policy Studies at the University of Cincinnati. Her research addresses education policy’s impact on students, teachers, and educational equity and opportunity, with a particular focus on high-stakes and consequential policymaking. She has previously published her work in a variety of educational journals, including Harvard Educational Review and Education Evaluation and Policy Analysis.