The Influence of a Video Analysis Assignment on Preservice Teachers' Effectiveness

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-2 - Exploring Video Gaming, Video Analysis, and Digital Pedagogy in Physical Education

Abstract

The purpose of this study was to determine the impact of a video self-analysis assignment on selected measures of effective teaching in physical education. Participants were 16 pre-service teachers (PST) providing instruction during a 12-lesson field experience. The self-analysis required PST to produce video clips demonstrating mastery of 10 teaching skills. Data collection included written reflection and videotaped lessons. Reflections were coded using constant comparison and lessons were coded using frequency or duration recording of teaching behaviors relating to maximizing learning time (n = 4) or active supervision (n = 3). Results indicated PST showed increasing positive levels of the selected teaching behaviors. Reflective statements showed PST believed the self-analysis helped them self-critique, deliver better lessons, and be better prepared.

Authors

• Sheri J. Brock, Auburn University

• Peter A. Hastie, Auburn University

• Kasey Saucer, Auburn University

• Brook Barrow, Auburn University