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Using Video Self-Analysis to Improve the "Withitness" of Student Teachers
ARTICLE

Journal of Digital Learning in Teacher Education Volume 26, Number 3, ISSN 2153-2974

Abstract

Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. One camera was focused on them while another was focused on their students. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions and improve their "withitness." Specific benefits included seeing themselves from the students' perspective, reducing annoying mannerisms, improving classroom management, becoming better able to notice how well students understood, and becoming more aware of their reflection-in-action. (Contains 2 tables.)

Citation

Snoeyink, R. (2010). Using Video Self-Analysis to Improve the "Withitness" of Student Teachers. Journal of Digital Learning in Teacher Education, 26(3), 101-110. Retrieved April 10, 2020 from .

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