The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills

Abstract

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups participated in semester long internships where candidates video-recorded their instruction 4 times and wrote four corresponding reflections. Treatment group candidates ( n = 17) also received directed guidance and feedback to supplement video analysis procedures. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time. Addressing challenges in special education teacher preparation research as well as possible future directions are discussed.

Reflection in language teaching: A comparison between preservice and experienced teachers of English

“…In teacher education and teacher development programs, reflection is usually seen as a way of thinking or reacting against some confusions or problematic situations in the classroom limiting the scope or interpretation of reflection to teaching act or performance in the classroom (Clift et al, 1990;Gipe and Richards, 1992;Gore, 1987). Obviously, more guidance is needed by preservice teachers in learning to reflect on their instructional performances and decision-making processes (Nagro et al, 2017).…”

“…This result also shows that PTE definitely reflect less than experienced teachers when reflection is taken as a whole. This might pave the way to the idea that reflection should be included in the curriculums of teacher education as a specific subject to make PTE formulate theories about the problematic situations or confusions in the teaching and learning environments as PTE need more guidance in learning to reflect on their instructional decision making (Nagro et al, 2017). Table 6 gives the results of a t-test which does not indicate a significant difference between ETE and PTE means of reflection in the classroom settings.…”

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

“…Even though teacher candidates have successfully completed computer course techniques including video editing techniques and laboratory safety techniques including video editing techniques, they have difficulty in gathering the competencies they acquired in different courses in order to prepare an instructional material. In the video analysis studies that focus on decision making justification (Rich et al ., 2008), reflective thinking, teaching skills (Nagro et al, 2017) and science achievements (Taylor et al, 2017) , teacher candidates are expected to they were forced to demonstrate the knowledge, skills and abilities they were expected to acquire. It is also effective that that teacher candidates work in a way to produce a product as well as having the knowledge and skills expected to show a comfortable or compelling attitude about fulfilling their expectations (Masats & Dooly, 2011).…”

Experiential Learning Experiences to Enhance Preservice Special Educators Literacy Instruction

“…It is vital for preservice educators to reflect on students' learning and progress; thus, they need opportunities to reflect on their planning and instruction by collaborating with peers (DeGraff et al, 2015). Like experiential experiences, reflective practices have been examined in a variety of ways, from a professor, mentor teachers, and peers' discussions (Author, 2008), video collection (Nagro, deBettencourt, Rosenberg, Carran, & Weiss, 2017), and even microblogging (Yang, 2009). Regardless of the method used, encouraging preservice special educators to reflect on their experiences enhances the quality of the instruction, since at first many preservice educators focus primarily on motivation and student choice, but with practice and reflection move into building the student confidence and increasing the students' comprehension through introducing skills and strategies (Zeichner & Liu, 2010).…”