Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis
PROCEEDINGS
Brendan Calandra, Laurie Brantley-Dias, Dana Fox, Georgia State University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The purpose of this study was to explore how digital video production and critical incident analysis promotes reflective practice among preservice teachers. Specifically, we used qualitative methods to examine how teacher candidates used digital video to record critical incidents from their own teaching experiences in order to reflect upon them systematically as an important part of their initial growth and development as teachers. Two research questions guided our inquiry: (1) How do secondary English teacher candidates use digital video as a tool to support and enhance reflection on their initial teaching experiences? (2) What modes or levels of reflection are evident in the teacher candidates' digital videos and reflective writings about the videos? In this presentation, we will describe the context, approach to using video to support reflection, findings, and suggest implications for teacher educators.
Citation
Calandra, B., Brantley-Dias, L. & Fox, D. (2007). Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 34-39). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 5, 2023 from https://www.learntechlib.org/primary/p/24496/.
Keywords
References
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