Kuvaus
The power of videos to enhance reflective learning has been widely acknowledged, and research findings have shown the benefits of video in promoting reflection. Teachers’ behaviours stem from a complex set of issues that might remain unconscious if meaningful reflection is not conducted. Therefore, teacher education needs to take into consideration the various aspects of teachers’ development. Different theoretical frameworks developed for reflection often are inadequate in relation to teacher professional development. Knowledge of the supervisor’s role in supporting reflection on teacher identity remains scarce; thus, more research on that topic is needed. The recent study aims to identify how primary student teachers’ meaning-oriented reflection can be enhanced by using videos of their teaching. The study aims to examine student teachers’ and faculty practice supervisors’ perceptions of the reflection procedure that was used during one teaching practice period in the spring of 2017. The reflection procedure was based on the video-application Video Enhanced Observation (VEO). The study focuses on the contents of supervisory discussions between students and supervisors, especially on identity-related reflection. Based on the research evidence, the study presents a reflection framework that takes into consideration a holistic approach to teacher education. The main research question is how can the use of video enhance student teachers’ meaning-oriented reflections. To answer the main question, the following sub-questions are presented: (1) What perceptions do student teachers and faculty supervisors have of the reflection procedure and its usefulness in self-reflection, peer-reflection and practice supervision? (2) What are the main contents of reflection in supervisory discussions? (3) What are the main aspects of identity-related reflection? (4) What role does the faculty supervisor play in enhancing the student teachers’ reflection on identity? (5) What would a reflection framework that is based on identity-related reflection look like? Data was gathered through focus group interviews and voice-recordings of supervisory discussions. The interviews of the students and supervisors were separately analysed using the principles of content analysis and phenomenographic analysis. Supervisory discussions were analysed using data-driven content analysis and theory-driven content analysis based on the six stages of the onion model suggested by Korthagen. According to the participants, the VEO app worked well in fostering the student teachers’ self- and peer-reflections, and the videos were essential tools for practice supervision. In supervisory discussions, the student teachers’ reflection mainly focused on environment. Faculty supervisor played an essential role in guiding the students’ reflection. Identity-related reflection focused on six categories, which were used as the basis for a reflection framework. The student teachers suggested some changes for the reflection procedure and those were made. The results show that the reflection procedure based on videos has the potential to enhance the reflection process on the complex aspects of teacher development. Faculty supervisors need theoretical tools to support reflection, and the framework developed during this study, which was based on identity-related reflection, can presumably work as such a tool. Keywords: teacher education, reflective practice, video-elicited reflection| Aikajakso | 3 lokak. 2018 |
|---|---|
| Tapahtuman otsikko | INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL PSYCHOLOGY |
| Tapahtuman tyyppi | Konferenssi |
| Vaikuttavuus / laajuus | Kansainvälinen |