Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education

Fuller, Frances; Manning, Brad A.

doi:10.3102/00346543043004469

Cited by 183 publications

(103 citation statements)

References 116 publications

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“…Fuller and Manning 1973). There seems to be a consensus in the research literature that video can be an efficient educational tool if it is used in an appropriate way.…”

Section: Using Video For Self-reflection and Learningmentioning

confidence: 99%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students' collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators' questions guide the students' contributions and collaborative sense making of prior events. Regularly, the facilitators' questions were posed in terms of Bseeing^. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.

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“…Fuller and Manning 1973). There seems to be a consensus in the research literature that video can be an efficient educational tool if it is used in an appropriate way.…”

Section: Using Video For Self-reflection and Learningmentioning

confidence: 99%

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Johansson

Lindwall

Rystedt

2017

Intern. J. Comput.-Support. Collab. Learn

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“…VSR has been used as a compulsory tool in teacher training domain for a number of years (Fuller & Manning, 1973;Tripp & Rich, 2012). Teachers are not only 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 F o r P e e r R e v i e w O n l y exposed to using VSR, but are engaged in meaningful in-depth reflective discussions around it with teacher educators, mentors and fellow teachers as part of their education (Freese, 1999;Marsh & Mitchell, 2014;Sherin &Van Es 2005;Tripp & Rich, 2012).…”

Section: Probably Time Would Be a Big Factor Because Obviously You'vementioning

confidence: 99%

Video self-reflection and coach development in New Zealand

Mead

Spencer

Kidman

2016

Asia-Pacific Journal of Health, Sport and Physical Education

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Drawing on data from semi-structured interviews with New Zealand coaches (N = 6) this study examined how video self-reflection (VSR) was perceived as a tool for learning within 'on-going' coach development. This study also looked to determine the potential barriers experienced by coaches before engaging in VSR. Each participant was a Performance coach (as identified by the NZ Coach Development Framework) with 5+ years coaching experience and had recently (in the previous 12 months) participated in a coach development programme that aligned with Sport NZ's Coach Development Framework. Five main themes emerged from the data, coaches had a positive perception of the benefits of VSR, a desire to engage in VSR but did not prioritise the time, logistical concerns, a fear of self confrontation, and evidence of knowledge for 'modern' coaching development. Findings indicated that coaches valued VSR as a tool for learning however, the lack of exposure and experience in the process meant coaches did not value the practise enough to dedicate specific time towards it. This study provides an evidence-base that can be used to support National Governing Bodies coach development frameworks, and the modification of content to encourage the use of VSR as a tool for learning. KeywordsCoaching, Self-reflection, Coach Development, Video IntroductionThe nature of coach learning has become an increasingly subject of research (Cassidy, Jones & Potrac, 2009; Cushion, Armor & Jones, 2003;Cushion, Nelson, Armour, Lyle, Jones, Sandford & O'Callaghan, 2010;Lyle, 2002). Formal coach education has traditionally been a primary vehicle for 'learning' and raising the standard of coaching practice with a subsequent increase in the level of investment and delivery of coach development programmes in western nations such as Australia, UK and Canada (Cassidy, Potrac, & McKenzie 2006;Cushion et al., 2003; Nelson, Cushion & Potrac, 2013; Trudel & Gilbert, 2006). However, learning can happen through a number of means, including informal environments such as observation, discussion with 'others' and self-reflection of practical experience. (Cushion et al., 2003;Irwin, Hanton & Kerwin, 2004; Nelson & Cushion, 2006; Nelson et al., 2013).In attempts to better prepare coaches, national bodies responsible for coach education have 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 F o r P e e r R e v i e w O n l y started to embrace the value of informal approaches to learning and development (Werthner & Trudel, 2009). Informal learning is a learning experience without a prescribed curriculum, including self-learning, interactions with other coaches, on the job learning, seminars and conferences (Sport NZ, 2012). This call for a broader emphasis on informal learning has led to, theoretically informed, pedagogical approaches in the design of coach education curricula, learning...

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“…Cette situation de confrontation à l'image de soi à travers la vidéo s'est inscrite dans le prolongement de recherches expérimentales qui se déployaient alors en psychologie clinique et en psychothérapie dans le secteur du développement personnel. Ces pratiques, réintégrant la dimension subjective dans la tâche (Fuller & Manning, 1973), réinterrogeaient également le rôle et la nature des feedbacks prodigués non plus par le formateur, mais à l'initiative du sujet lui-même. Les usages réflexifs permis par ce regard sur soi ont suscité de nombreux débats sur l'efficacité et les dangers de cette pratique pouvant déclencher des prises de conscience mais aussi être sources de blocages.…”

Section: La « Vidéoscopie » Dans Les Dispositifs De Formation D'enseiunclassified

“…Plusieurs travaux sur l'usage de la vidéo comme aide à l'auto-perception en formation ont montré qu'il présentait autant d'inconvénients que d'avantages pour les formés (Fuller & Manning, 1973). Linard et Prax (1984) ont montré également l'importance des questions déontologiques posées par ces pratiques comme, notamment l'attitude de l'animateur à l'égard de la manipulation de l'image, les conditions d'utilisation pratique de la vidéo et les consignes données lors du visionnement.…”

Section: La « Vidéoscopie » Dans Les Dispositifs De Formation D'enseiunclassified

Videoscopia y modelización de la actividad docente

Leblanc¹,

Veyrunes²

2011

rechercheformation

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Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education

Cited by 183 publications

References 116 publications

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

Video self-reflection and coach development in New Zealand

Videoscopia y modelización de la actividad docente

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