Using Video and a Structured Observation Framework to Foster Preservice Teachers’ Reflective Capacity

• In Event: Technology Tools for Learning and Identity Development Among Teachers and Students

Abstract

This study builds upon previous work on using video to increase the reflective capacity of preservice teachers by including the use of a valid observational framework to structure viewing of videos in peer groups. Reflection papers from two groups of preservice science teachers were coded using two levels of analysis. Findings included viewing videos with a common language of effective teaching as defined by the Framework for Teaching provided opportunities for preservice science teachers to notice teaching events, analyze the events, and consider future actions through the lens of a valid framework.

Author

• Kim Lebak, Stockton University