Exploring the Affordances of Video Annotation in Prompting and Supporting Reflection-for-Action

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-3 - Preservice Teacher Education and the Role of Technology

Abstract

The use of video to foster reflective practice has been shown to hold many benefits. This study aimed to examine how engaging preservice teachers in viewing and annotating video of their own teaching might enhance their development as reflective practitioners (Schön, 1983). Using qualitative case study methodology (Stake, 2005; Creswell, 2007), we analyzed video annotation transcripts to explore which characteristics of reflective practitioners the PSTs demonstrated and how goal setting could be used to promote reflection-for-action (Killion & Todnem, 1991). This analysis revealed a shift in focus and type of reflective comments, moving toward a focus on students and reflection-for-action. These results demonstrate the power of video annotation to promote reflective practice in preservice teachers in field-based teacher education programs.

Authors

• Jackie Sydnor, Ball State Unviersity

• Sharon Daley, Indiana University - Bloomington