Fostering Teacher Candidates' Reflective Practice through Video Editing

Abstract

Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has become a powerful tool for creating teaching vignettes that communicate students' growth as professionals. This article presents a specific pre and post video editing assignment used to promote the reflective practice during a pedagogy skills course within a teacher education program. This assignment enables preservice teachers to record, identify, isolate, edit, and reflect on preferred pedagogical practices (PPPs) of teaching in order to illustrate their growth as teachers over the course of a semester. This type of assignment results in the recognition and representation of key PPPs to foster deep, critical reflection among preservice teachers, which helps to improve their overall teaching practice.