Using video records to mediate teaching interns’ critical reflection
Sarah E. Scott, Linda Kucan, Richard Correnti, Leigh A. Miller, 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
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.
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.
© 2013 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Ying (Wang) Shen, University of Northwestern - St. Paul, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1373–1375
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