Effectiveness of Video Feedback to Improve Teacher Candidates' Reflective and Instructional Practice

• In Event: 49.074 - Teacher Learning Through Reflection: Strategies and Capacity

Abstract

This qualitative study was designed to support preservice teacher education candidates at a small private university in the northeast to improve knowledge skills and dispositions in teacher education. The study examined how video-feedback sessions impacted candidates’ reflective thinking about their own teaching practice. The use of video technology together with focused feedback on instructional videos was explored to determine how these practices shaped teacher candidates’ reflective thinking and improved knowledge skills and dispositions in teacher education. Four criteria for reflection were used to determine how feedback affected candidates’ reflective thinking.

Authors

• Theresa L. Abodeeb-Gentile, University of Hartford

• Renee Greenfield, University of Hartford