Video Analysis as a Reflective Tool: Providing Pre-service Teachers a Gradual-Replay Lens on their Developing Practice
Pru Cuper, Yi Gong, Linda Farina, Keene State College, United States ; Mia Manning-Osborn, Peterborough Elementary School, 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), Chesapeake, VA
An ongoing challenge to teacher educators involves finding ways to improve their pre-service teachers' classroom teaching performance. With new-teacher attrition rates steadily on the rise, this challenge has become more urgent in the 21st Century. Researchers argue that more supervised classroom teaching experiences will surely help. Not only can such experiences enhance pre-service teachers' teaching skills; they can also enhance their teaching efficacy as they enjoy more first-hand practice as well as more time to observe and adapt the models provided by their cooperating teachers. Unfortunately, field experience time is a somewhat fixed variable that cannot be easily prolonged. However, use of in-practice videos of both pre-service teachers and their cooperating teachers can help address this issue. Capturing "teaching moments" on video (both pre-service and in-service), then taking plenty of time for gradual, rich and targeted review is a teacher education method that can truly enhance pre-service performance.
Cuper, P., Gong, Y., Farina, L. & Manning-Osborn, M. (2007). Video Analysis as a Reflective Tool: Providing Pre-service Teachers a Gradual-Replay Lens on their Developing Practice. 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. 45-48). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).