Educating Reflective Practitioners through Video-Elicited Reflection

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

This study contributes to recent research on video usage by analysing the student teachers’ and supervisors’ experiences of conducting two video enhanced observation (VEO) trials that were carried out during practicum periods in the primary school teacher education programme of University of Lapland during the academic year 2016–2017. The results show that the VEO app worked well for student teachers’ self-reflection and peer reflection. For some, watching themselves in a video was difficult. The supervisors reported that the video-based practice was more learner-centered than the traditional observation-based model. Technically, the use of the VEO app caused some challenges. Institutionally, some supervisors had difficulties in finding a new role as a promoter of student teachers’ self-reflection. From a disciplinary angle, the results indicate that there is a need to invest in teacher educators’ reflection skills and professional development. Moreover, the chapter introduces a research-based model for using VEO as a reflective tool in teacher education.
Original languageEnglish
Title of host publicationCritical Reflection on Research in Teaching and Learning
EditorsNancy E. Fenton, Whitney Ross
Place of PublicationLeiden
PublisherBrill
Chapter3
Pages34-51
ISBN (Electronic)978-90-04-43665-7
ISBN (Print)978-90-04-43663-3, 978-90-04-43664-0
DOIs
Publication statusPublished - 10 Aug 2020
MoEC publication typeA3 Part of a book or another research book

Publication series

SeriesCritical Issues in the Future of Learning and Teaching
ISSN2542-8721

Field of science

  • Media education

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