Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing

Using Video to Develop Skills in Reflection in Teacher Education Students

“…Some students may be reluctant to engage in self-criticism or reveal too many areas requiring improvement for fear that they may be marked down (Bryan & Recesso, 2006). Finally, without careful guidance from teacher educators, the focus of the students when viewing their video may be directed to shallow, less important aspects of their teaching (Bryan & Recesso, 2006;Yerrick, Ross & Molebash, 2005). I'Anson, Rodrigues and Wilson (2003) note that the triangulation of a teaching episode through video review, together with written or verbal peer or tutor comment, is important in scaffolding the development of skills in reflection.…”

Digital Storytelling and Key Skills: Problems and Opportunities

“…For example, Yerrick et al [32] analyse the use of digital video editing as a significant method to encourage meaningful reflection on the part of teachers. Their research focuses on the impact of DS on the beliefs of pre-service teachers, concentrating, in particular, on teachers' understanding of children's thinking and their own teaching experience.…”

Graduate Teaching Assistants’ Knowledge Development for Teaching a Novel Physics Curriculum

“…In science teacher education, media based tools have been utilized to encourage teachers' reflection to facilitate their professional knowledge development (Abell et al 1998, Bryan et al 2008Pea and Hoffert 2007;Sherin and van Es 2005;Van Es and Sherin 2002;Yerrick et al 2005). Video-based tools are a popular means within teacher education for providing teachers with an opportunity to learn from and reflect upon cases of their own and/or others' practices.…”