Lesson recordings and analysis as part of teacher professional development programmes: what are the student teachers’ opinions?

ABSTRACT

One way to support student teachers learning is by offering them different opportunities to reflect on their own and others’ practice. The use of videos is seen as an effective opportunity to support the professional development of teacher education students. This study aimed to find out what are the students’ hesitations related to video recording their own teaching and watching the videos of peers, and what do students learn from watching videos of their own and peers teaching. The data was collected from 33 Estonian student teachers, with a written open-ended questionnaire. and was analysed by using qualitative inductive content analysis method. Results indicate that student teachers’ hesitations were related to their personal matters, and to pedagogical and content knowledge. Student teachers learned how to cope during the lessons, and new instructional strategies. Their fears about being recorded decreased with the experience. The results are further discussed in the paper.

KEYWORDS:

• Lesson recordings
• video analysis
• teacher education
• collaborative learning
• qualitative research

Disclosure statement

Author(s) confirm that there are no relevant financial or non-financial competing interests to report.

Additional information

Notes on contributors

Ingrid Koni

Dr.Ingrid Koni (female) is a Lecturer in General Education at the Institute of Education of the University of Tartu, Faculty of Social Sciences. Her research areas are related to the pedagogics (e.g. lesson planning, teaching) and teachers’ professional development. In recent years, her interest has also been related to supporting students’ study skills.

Liina Lepp

Dr.Liina Lepp (female) is a Lecturer in Didactics at the Institute of Education of the University of Tartu, Faculty of Social Sciences. Her research areas are related to the teachers’ professional development and research supervision from supervisors’ and doctoral students’ perspectives. In recent years, her interest has been related to video-supported collaborative learning.