Video capture : pre-service teacher reflection, assessment or both

Campbell, Coral 2011, Video capture : pre-service teacher reflection, assessment or both, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Across Boundaries, Australian Association for Research in Education, [Hobart, Tas.].

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Title Video capture : pre-service teacher reflection, assessment or both
Author(s) Campbell, Coral
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov. - 1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Across Boundaries
Editor(s) [Unknown]
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) Reflection
Pre-service teacher
assessment
Summary This paper reports on a small trial with 6 pre-service teachers who videoed their own teaching practices. The pre-service teachers used the tool to reflect on practice and to enhance their own understandings of themselves as teachers. The initial footage was used to by the pre-service teachers to gauge quite specific elements of their teaching: for example, were they asking effective questions, or were they responding appropriately to questions children asked and as always, what management strategies seemed to be working? Critical feedback from other students was initially „less than critical‟, but again over time, this also appeared to sharpen as they had more opportunity to use the technology. Initial embarrassment of being on screen was replaced with a professional approach to seeing the video as a tool for providing the opportunity to systematically deconstruct practices and for providing concrete feedback for improvement. Used in conjunction with teaching preparation courses, the videoed segments of teaching practice could be used to highlight exemplars, to show what actually happens in classrooms and to explain certain practices. Cunningham and Benedetto (2002) state “Recent developments in digital video technologies permit teacher candidates to collect, review, and manipulate video to demonstrate their growth as a professional and as a reflective practitioner.” However, in the development of the trial, the issue was raised by the pre-service teachers that they would be interested in keeping the videos as evidence of their teaching competence to be used in applications for teaching positions. In the small trial, ethics permission had not been gained for that to happen, but it is certainly a valid and viable possibility for the future. Currently prospective employers have to rely on paper applications which respond to selection criteria, evidence from pre-service teachers‟ teaching rounds and the subjective impressions of an interview. If students were able to present a 5 minute segment of them teaching, it might count for much more than any other evidence. Video capture of teaching practice would provide potential employers with an indication of a pre-service teacher‟s management strategies, relationships with children and a snapshot of a pre-service teacher‟s instructional practice. The idea of video-capture as a tool for pre-service teachers to illustrate teaching capabilities will be more fully investigated in this paper.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2011, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043960

Document type: Conference Paper
Collection: School of Education
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