"It's Not What I Signed Up For": Intimate Revelations Through Video Reflection

• In Event: Individual and Collaborative Approaches to Critical Reflection Across Teacher Education Contexts

Abstract

This following study investigates the use of video reflections as a tool for promoting meaningful reflective practice with preservice teachers enrolled in an undergraduate early field experience course at a western regional university. Data sources included the content of the video reflections, frequency and completion of video reflection, and course artifacts. An analysis of data indicated that preservice teachers experienced increased personal communication, expressions of uncertainty, and an exploration of identify. In conclusion, we assert that video reflection serves as a meaningful process of reflection to engage preservice teachers in more complex deliberations on their maturing teaching practice.

Authors

• Libbi Miller, Humboldt State University

• Frederick Peinado Nelson, California State University - Fresno