Using Video to Enhance Reflective Practice: Student Teachers’ Dialogic Examination of Their Own Teaching

ABSTRACT

In this qualitative study, five student teachers engaged in dialogic viewing of video of their own teaching with their university supervisor. The questions guiding this research included: (1) What do teacher candidates notice as they watch videos of themselves teaching in the company of their university supervisor?; (2) How does dialogic viewing affect teacher candidates’ noticing?; and (3) What are teacher candidates’ attitudes towards watching themselves teach, independently and in the company of their university supervisor? The findings reveal an increase in the depth and shift in the focus of student teachers’ reflections on their own teaching, and positive attitudes toward the process. Additionally, it points to potential implications for practice and future research around the use of dialogic viewing.

KEYWORDS:

• Teacher education
• teacher preparation