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Using video records to mediate teaching interns’ critical reflection
ARTICLE

, , , , University of Pittsburgh, United States

Journal of Technology and Teacher Education Volume 21, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this study we investigated how the use of video records in a literacy methods course supports the development of reflective practitioners when video is a core element of the course design. Specifically, we detail how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Our key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.

Citation

Scott, S.E., Kucan, L., Correnti, R. & Miller, L.A. (2013). Using video records to mediate teaching interns’ critical reflection. Journal of Technology and Teacher Education, 21(1), 119-145. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2020 from .

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