Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum

Abstract

This study explores video as a tool for student teachers in reflecting upon their own teaching practice. The particular interest is in exploring, what kind of socio-emotional experiences did the student teachers describe during the video-assisted collaborative reflection and what benefits student teachers experienced through the video-assisted collaborative reflections? The study implements a video-observation model (Participatory and Empowering Video Analysis- model, PEVA™) developed for a professional teacher education programme and investigates the model from student teachers’ perspective. The participants are student teachers in an international professional teacher education programme (n = 24) at a university of applied sciences. Student teachers video recorded their own teaching sessions displaying their work in different roles: teacher-led content specific instructions, group working sessions and individual student guidance and tutoring sessions. Student teachers were advised to annotate their own videos with a video-reflection tool by focussing on socio-emotional interactions, non-verbal elements of interaction and moments, where students felt successful and empowered. In addition to self-reflection, videos were viewed and annotated by a peer student and a teacher educator. After the phases of reviews and annotations (self-,peer-, and teacher annotations), an hour-long collaborative reflective feedback discussion was held either face-to-face or online. These sessions were facilitated by the teacher educator, involving the videoed student and the reviewing peer. Video annotation data was transcribed, and, in addition, the student teachers’ reflective writings (54 pages) and teacher educators’ notes of the reflective feedback sessions (20 pages) were used as data. The results of this study indicate that student teachers viewed the video reflection process as helpful in making socio-emotional experiences visible and tangible. The video annotation tool was recognised as useful for indicating socio-emotional experiences and making them more concrete thus resources for reflection. A combination of own, peer’s and teachers’ annotations functioned as a collaborative tool for increasing awareness of different socio-emotional experiences. By observing videos of their own teaching as well as teaching videos of their peers, student teachers were able to evaluate teaching situations holistically and observe connections of their own socio-emotional behaviours to their students.

Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking

“…Currently, most studies that incorporate feedback elements into multimedia learning environments only provide simple feedback or basic prompts to guide learners through the learning process, without considering more complex feedback or providing opportunities for reflection (Sun et al, 2023; Yorganci, 2022). Based on the investigation, although many studies have identified that feedback can provide opportunities for reflection and promote learner engagement, achievement, and the development of higher‐order thinking (Alazmi, 2023; Näykki et al, 2022), it remains unclear whether these effects can be achieved in VR learning environments. In light of this, the aim of this study is to investigate whether providing learners with opportunities for reflection on feedback in the VR learning environment can also lead to the promotion of higher‐order thinking among learners.…”

“…However, there has been limited investigation into the effects of providing feedback for reflection and its impact on higher-order thinking within current VR-based training and learning environments (Lai et al, 2021;Marinelli et al, 2023;Wang, Cheng, et al, 2023). While reflection has been proven effective in promoting engagement and learning achievement in various learning activities (Alazmi, 2023;Näykki et al, 2022), its effects in VR remain unclear.…”

“…However, there has been limited investigation into the effects of providing feedback for reflection and its impact on higher‐order thinking within current VR‐based training and learning environments (Lai et al, 2021; Marinelli et al, 2023; Wang, Cheng, et al, 2023). While reflection has been proven effective in promoting engagement and learning achievement in various learning activities (Alazmi, 2023; Näykki et al, 2022), its effects in VR remain unclear. Therefore, in the current VR environment, incorporating appropriate instructional strategies and implementing more comprehensive measures can not only mitigate the potential negative aspects of VR for learning but also explore the development of higher‐order thinking when learners are immersed in VR learning environments.…”

The Use of Vlogs and Collaborative Reflection in Teacher Education

“…According to Falter and Barnes (2020) and Sturkie (2017), in this reflection process how these students feel should not be masked as reflective teaching has positive contribution to teacher intellect and emotion. Within this respect, in these teacher education programs, curriculum decisions need to take into consideration the educational strategies that promote teacher candidates' "emotional sharing and regulation" (Näykki et al, 2022). However, despite its reported value and being integral part of many teacher training programs, still there exists confusion regarding the definition of reflection, its scope, and application in the preparation of teacher candidates.…”