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The pedagogy of using video to develop reflective practice in learning to teach science

Chittleborough, Gail, Cripps Clark, John and Chandler, Paul 2015, The pedagogy of using video to develop reflective practice in learning to teach science. In Ortlieb, Evan, Shanahan, Lynn E. and McVee, Mary B. (ed), Video research in disciplinary literacies, Emerald Group Publishing, Bingley, Eng., pp.95-115, doi: 10.1108/S2048-045820150000006005.

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Title The pedagogy of using video to develop reflective practice in learning to teach science
Author(s) Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Cripps Clark, John
Chandler, Paul
Title of book Video research in disciplinary literacies
Editor(s) Ortlieb, Evan
Shanahan, Lynn E.
McVee, Mary B.
Publication date 2015
Series Literacy research, practice and evaluation; v.6
Total chapters 18
Start page 95
End page 115
Total pages 21
Publisher Emerald Group Publishing
Place of Publication Bingley, Eng.
Keyword(s) Reflection
Video
Science
Teaching
Pre-service teachers
Pedagogy
Summary Purpose The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the preservice teachers during tutorials. Methodology/approach The research is situated in a school-based teaching programme in which pairs of pre-service teachers taught small groups of primary aged children over a period of seven weeks. Volunteer pre-service teachers videotaped their lessons and selected video excerpts to share with their peers in the tutorial. The educator guided the preservice teachers’ reflection using the video. A case study drawing on interviews with pre-service teachers and audio recordings of tutorials, charted the development of pedagogical decisions made by the educators to promote reflection.Findings The pre-service teachers had difficulties undertaking deep reflection of their own and peers’ teaching practice. The response by educators was to promote collaboration among pre-service teachers by discussing specific aspects of the teaching in small groups and to use a jigsaw approach. This enabled a deeper analysis of particular elements of the lesson that were then integrated to produce a more holistic understanding of the teaching. The video data is most suitable for reflection and provides valuable evidence for pre-service teachers to develop their practice. Practical implications For pre-service teachers to develop effective skills to analyse their own practice they need to experience teaching in a safe but challenging environment, over a sustained period; have opportunities to develop a shared understanding of what constitutes quality teaching; have opportunities to critically analyse their teaching in discussion with peers and educators and be able to be guided by a framework of reflective strategies.
ISBN 9781784416782
ISSN 2048-0458
Language eng
DOI 10.1108/S2048-045820150000006005
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Grant ID Small Teaching and Learning grant
Copyright notice ©2015, Emerald Publishing Group
Persistent URL http://hdl.handle.net/10536/DRO/DU:30077966

Document type: Book Chapter
Collection: Centre for Research in Educational Futures and Innovation
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