Developing Reflective Thought in Preservice Educators: Utilizing Role-Plays and Digital Video

Abstract

This study was designed to investigate the role of video in the growth of written reflective responses between two groups of preservice teachers. Fifty-four students enrolled in four sections of a required special education course that focused on family-professional collaboration participated. Subjects included candidates seeking general and special education certification and a teaching endorsement in special education. Participants were divided into two groups. Group 1 students participated in three role-plays, reflected on their actions, and then wrote reflections after each role-play. Group 2 students participated in three role-plays that were recorded with digital videotape and placed on a streaming server. Students watched each video, reflected on their actions, and then wrote reflections. A developmental coding rubric was used to score students' written reflections following the role-plays. Analysis of the written responses and follow-up focus discussions demonstrated an increase in reflective thought in the written reflections of the students who used video. Findings also showed positive attitudes about the use of technology for personal reflection. Implications for future practice and the use of digital video technologies are discussed.

Mixed-Reality Teaching Experiences Improve Preservice Special Education Students’ Perceptions of their Ability to Manage a Classroom

“…For teachers, reflection involves the ability to evaluate one's teaching performance and make appropriate changes based on that to improve their teaching practice. Similar to classroom management skills, preservice teachers require intensive instruction to develop reflective practices in teaching (Robinson & Kelley, 2007).…”

A web enabled video system for self reflection by student teachers using a guiding framework

“…Researchers such as Freese (1999), Robinson and Kelley (2007), and Sherin and van Es, (2005) consider that videos taken during lessons in teaching practice are trustworthy data for student teachers to make a post-lesson self reflection that is grounded in the actual records rather than uncertain recollections. The studies by these researchers also find that student teachers show significant growth in the levels of reflective thoughts about their teaching work, under a guiding framework for self reflection, after browsing video recordings of lessons in teaching practice.…”

“…The use of web enabled, video based systems, which make the production, transition and retrieval of video data executable through the use of virtualisation and remote access software for delivering applications over a network and the Internet, can support student teachers to gain a valuable, learner centred experience in reflective activities for self evaluation of teaching performance (Jonassen, Davidson, Collins, Campbell & Haag, 1995;Freese, 1999;Robinson & Kelley, 2007;Schauble, Raghavan & Glaser, 1993). With the provision of a template for self reflection on a dimensional basis, student teachers can reflect purposefully on their teaching performance after each lesson in teaching practice by browsing the corresponding video clips (see Figure 1).…”

“…Secondly, student teachers usually lack a comprehensive framework with standardised vocabulary for self reflection on teaching performance (Joram, 2007;Weiss & Weiss, 2001). Thirdly, student teachers usually lack a convenient tool for supporting the management of experiential learning evidence and operationalisation of their self reflection process (Robinson & Kelley, 2007;Sherin & van Es, 2005). These limitations may result in a variation in the depth of self reflection of student teachers, which may affect the formulation of proper teaching belief and pedagogical practice in their future instructional work (Munby et al, 2001).…”

“I Don't Feel Comfortable Reading Those Books in my Classroom”: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course

“…Therefore, all situated performances involve role-play, but not all role-plays are situated performances. A recent study by Robinson and Kelley (2007) found that groups made significant gains in engaging in a higher level of dialogic reflection when they not only performed role-plays, but continually reviewed their role-plays using a streaming video server. There is also evidence that participants remember the learning derived from face-to-face roleplay after they have forgotten much of the learning they attained in other ways (Bell, 2001;Gredler, 1994;Van Ment, 1999).…”