Metaphorical Conceptualizations of Video Viewing Experience by Student Teachers in a Teacher Development Program

• In Event: 14.029 - Seeing Is Believing: Videos and Reflection to Support Preservice Teacher Development

Abstract

This paper presents a qualitative study investigating the metaphorical conceptualizations of video-viewing experience of science student teachers. Student teachers (STs) created metaphors to represent their experience of viewing their own teaching videos and those of their peers and identified the ideal metaphors for video-viewing. An examination of the metaphors generated illuminated differences in STs’ emotions and stances during their video-viewing experience. Participants tended to hold more negative emotions when viewing their own videos, and more critical of oneself than their peers. From their ideal metaphors, STs were aware of the importance of being emotionally neutral and critical when viewing videos. This study highlights the need of providing STs with emotion scaffolds and developing their critical stance during their video-viewing experience.

Authors

• Jessica Shuk Ching Leung, University of Hong Kong

• Kennedy Kam Ho Chan, The University of Hong Kong

• Tracy Cuiling He, The University of Hong Kong