Incorporating a Video-Editing Activity in a Reflective Teaching Course for Preservice Teachers

Abstract

Abstract Research and practice going back to the 1960s support the use of videotaping to facilitate preservice teachers' development of reflective teaching skills. Emerging research suggests that additional video-based activities, including editing video vignettes of teaching, can deepen preservice teachers' reflection. This action research study describes the incorporation of a video-editing activity in an “Introduction to Reflective Teaching Practice” course. Key features of the video-editing activities included (1) active videotaping of preservice teachers' field teaching by university supervisors, (2) self-directed video review by preservice teachers to support writing a reflective lesson analysis, (3) selection and editing of video vignettes by preservice teachers to illustrate their written reflections, and (4) posting of video vignettes on the students' electronic portfolio pages. Analysis of students' perceptions revealed considerable nervousness with the videotaping process but an appreciation of having video for personal feedback and to support reflective analysis.