Nothing Special   »   [go: up one dir, main page]
Skip to main content

Advertisement

Springer Nature Link
Log in

Video-based self-reflection among pre-service teachers in Ireland: A qualitative study

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

With increased accessibility to digital video equipment, there has been notable interest in exploring how this might support practice and pedagogy across many education sectors. In recent years video has been found to offer many opportunities to study and support teacher professional development. This paper examines the potential for digital observation within initial teacher education (ITE), specifically as a tool for engaging pre-service teachers in reflective practice during school placement. The study included pre-service primary teachers in the largest teacher education centre in Ireland. A treatment group (n = 15) completed their compulsory written reflections as normal during school placement but were also provided with Swivl digital technology in order to record and reflect on their lessons using video footage. A control group (n = 20) completed their traditional written reflections as normal without the use of the digital technology. Upon the completion of school placement, in-depth qualitative interviews with both treatment and control groups (N = 35) examined experiences in using digital technologies in the classroom, and the critical reflection of their lessons during school placement. The analysis provides strong evidence that the digital video footage was highly supportive in pre-service teachers’ weekly self-reflection and in developing their self-reflective practice. They reflected on embodied and non-embodied aspects of their teaching, in the process revising their habitus as a teacher. The richness of the data provides new evidence on the potential for video technology to support teacher professional development internationally.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Notes

  1. The Delivering Equality of Opportunity in Irish Schools (DEIS) scheme is designed to target additional funding towards schools serving more disadvantaged populations.

References

  • Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83–101.

    Google Scholar 

  • Bengtsson, J. (1995). What is reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching, 1(1), 23–32. https://doi.org/10.1080/1354060950010103.

    Article  Google Scholar 

  • Bolton, M. (2010). Fly on the wall: Using teleconferencing to supervise student teacher performance. Journal of Open, Flexible, and Distance Learning, 14(1), 62–76.

    Google Scholar 

  • Calderhead, J. and Gates, P. (Eds.). (1993). Conceptualising reflection in teacher development, UK: Presented at the 6th SITE, San Antonio, Texas.

  • Chilton, H., & McCracken, W. (2017). New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision. Higher Education Pedagogies, 2(1), 116–130.

    Google Scholar 

  • Christ, T., Arya, P. & Chiu, M. M. (2014). Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis. Teacher Education, 25(4), pp.349–374.

  • Cornock, M. (2018). General Data Protection Regulation (GDPR) and implications for research. Retrieved from: https://www.maturitas.org/article/S0378-5122(18)30036-7/pdf

  • Coyne, B., Devitt, N., Lyons, S., & McCoy, S. (2016). Perceived benefits and barriers to the use of high-speed broadband in Ireland’s second-level schools. Irish Educational Studies, 34(4), 355–378.

    Google Scholar 

  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399.

    Article  Google Scholar 

  • Dyke, M., Harding, A., & Liddon, S. (2008). How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time? Journal of Further and Higher Education, 32(1), 37–46.

    Google Scholar 

  • Eriksson, E., Boistrup, L. B., & Thornberg, R. (2018). A qualitative study of primary teachers’ classroom feedback rationales. Educational Research, 60(2), 189–205.

    Google Scholar 

  • Eroz-Tuga, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175–183.

    Google Scholar 

  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access and experience. Computers and Education, 130, 81–93.

    Google Scholar 

  • Flores. (2014). From evaluation to collaborative reflection: Teacher candidate perceptions of a digital learner-centered classroom observation form. Journal of Technology and Teacher Education, 22(4), 401–421.

    Google Scholar 

  • Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 15(8), 895–909.

    Google Scholar 

  • Fuller, F. F., & Manning, B. A. (1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, 43(4), 469–528.

    Google Scholar 

  • General Data Protection Regulation (2016). 2016/679: European Union. Retrieved from: http://eur-lex.europa.eu/eli/reg/2016/679/oj

  • Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional vision of elementary classroom managament: Test validation and metholdogical challenges. Computers and Education, 107, 13–30.

    Google Scholar 

  • Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884–1892.

    Google Scholar 

  • Kane, T.J., Gehlbach, H., Greenberg, M., Quinn, D. and Thal, D. (2016). "The best foot forward project: Substituting teacher-collected video for in-person classroom observations. First year implementation report", US: Harvard University.

  • Keppens, K., Consuegra, E., Goosens, M., Maeyer, S. D., & Vanderlinde, R. (2019). Measuring pre-service teachers’ professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1–14.

    Google Scholar 

  • Korthagan, F., & Kessels, J. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.

    Google Scholar 

  • Korthagen, F. (2001). Linking practice and theory: the pedagogy of realistic teacher education. New Jersey: Routledge.

  • Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9, 341–360. https://doi.org/10.1080/14623940802207451.

    Article  Google Scholar 

  • Lebak, K. (2017). Using video-supported reflection in peer groups to increase instructional effectiveness. Reflective Practice International and Multidisciplinary Perspectives, 18(1), 94–111.

    Google Scholar 

  • Liang, J. (2015). Live video classroom observation: An effective approach to reducing reactivity in collecting observational information for teacher professional development. Journal of Education for Teaching, 41(3), 235–253.

    Google Scholar 

  • List, A. (2019). Defining digital literacy development:An examination of pre-service teachers’ beliefs. Computers and Education, 138, 146–158.

    Google Scholar 

  • Mabunda, P. L. (2013). Towards a theoretical framework for the use of ICT strategies for teaching practicum supervision. Africa Education Review, 10(1), 7–27.

    Google Scholar 

  • Maclean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice, 8(1), 47–60. https://doi.org/10.1080/14623940601138949.

    Article  Google Scholar 

  • Major, L., & Watson, S. (2018). Using video to support in-service teachers professional development: The state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68.

    Google Scholar 

  • Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403–417.

    Google Scholar 

  • McCoy, S., Smyth, E., Watson, D., & Darmody, D. (2014). Leaving School in Ireland: A longitudinal study of post school transitions. Dublin: ESRI https://www.esri.ie/system/files/media/fileuploads/2015-07/RS36.pdf.

    Google Scholar 

  • McKenney, S. (2013). Designing and researching technology-enhanced learning for the zone of prximal implementation. Research in Learning Technology, 21, 17374.

    Google Scholar 

  • McKenney, S., & Visscher, A. J. (2019). Technology for teacher learning and performance. Technology, Pedagogy and Education, 28(2), 129–132.

    Google Scholar 

  • Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S. and MacDomhnaill, C. (2020). Learning for all? Second-level education in Ireland during COVID-19, Dublin: Economic and Social Research Institute. ISBN 978-0-7070-0529-4, https://doi.org/10.26504/sustat92.pdf

  • Newhouse, P. C., Lane, J., & Brown, C. (2007). Reflecting on teaching practices using digital video representation in teacher education. Australian Journal of Teacher Education, 32(3), 51–62.

    Google Scholar 

  • Ní Chróinín, D., & O'Sullivan, M. (2014). From initial teacher education through induction and beyond: A longitudinal study of primary teacher beliefs. Irish Educational Studies, 33(4), 451–466. https://doi.org/10.1080/03323315.2014.984387.

    Article  Google Scholar 

  • Niemi, H., & Jakku-Sihvonen, R. (2006). Research-based teacher education in Finland. In R. Jakku-Sihvonen & H. Niemi (Eds.), Research-based teacher education in Finland – Reflections by Finnish teacher educators (pp. 31–51). Finnish Educational Research Association: Turku.

    Google Scholar 

  • Osmanoglu, A. (2016). Prospective teachers’ teaching experience: Teacher learning through the use of video. Educational Research, 58(1), 39–55.

    Google Scholar 

  • PlÖger, W., Scholl, D., & Seifert, A. (2018). Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education. Studies in Educational Evaluation, 58, 197–204.

    Google Scholar 

  • Quinn, D. M., Kane, K. J., Greenberg, M., & Thal, D. (2018). Effects of a video-based teacher observation program on the de-privatization of instruction: Evidence from a randomized experiment. Educational Administration Quarterly, 54(4), 529–558. https://doi.org/10.1177/0013161X18764333.

    Article  Google Scholar 

  • Rhine, S., & Bryant, J. (2007). Enhancing pre-service teachers’ reflective practice with digital video-based dialogue. Reflective Practice International and Multidisciplinary Perspectives, 8(3), 345–358.

    Google Scholar 

  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teaching College Record, 104(4), 842–866.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.

    Google Scholar 

  • Smith, J. (2012). Initial teacher education in Ireland: transformation in the policy context. In F. Waldron, J. Smith, M. Fitzpatrick, & T. Dooley (Eds.), Re-imagining initial teacher education: Perspectives on transformation. Dublin: The Liffey Press.

    Google Scholar 

  • Smyth, J. (1993). Reflective practice in teacher education. Australian Journal of Teacher Education, 18(1). https://doi.org/10.14221/ajte.1993v18n1.2.

  • Teaching Council. (2011a). Initial teacher education: Criteria and guidelines for programme providers. Maynooth: Teaching Council.

    Google Scholar 

  • Teaching Council. (2011b). Initial teacher education: Strategy for the review and professional accreditation of existing programmes. Maynooth: Teaching Council.

    Google Scholar 

  • Teaching Council. (2017). Initial teacher education: Criteria and guidelines for Programme providers. Maynooth: The Teaching Council.

    Google Scholar 

  • Tunney, J. W., & van Es, E. (2016). Using video for teacher-educator professional development. The New Educator, 12(1), 105–127.

    Google Scholar 

  • Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. London: Routledge.

    Google Scholar 

  • Waks, L. J. (1999). Reflective practice in the design studio and teacher education. Journal of Curriculum Studies, 31(3), 303–316.

    Google Scholar 

  • Wang, R., Dunne, L. and Rowe, J. (2008). The Exeter pathfinder journey. The Higher Education Academy.

  • Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018). Promoting pre-service teachers’ professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39–39.

    Google Scholar 

  • Wenzlaff, T. (1994). Training the student to be a reflective practitioner. Education, 115(2), 278–288.

    Google Scholar 

  • Xiao, B., & Tobin, J. (2018). The use of video as a tool for reflection with preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 328–345.

    Google Scholar 

  • Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: Realising a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching International Research and Pedagogy, 40(2), 101–113.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Economic and Social Research Institute, Whitaker Square, Sir John Rogerson’s Quay, Dublin 2, Ireland

    Selina McCoy

  2. Department of Sociology, Trinity College Dublin, Dublin, Ireland

    Selina McCoy

  3. Hibernia College, Dublin, Ireland

    Aoife M. Lynam

Authors
  1. Selina McCoy
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aoife M. Lynam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Selina McCoy.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

McCoy, S., Lynam, A.M. Video-based self-reflection among pre-service teachers in Ireland: A qualitative study. Educ Inf Technol 26, 921–944 (2021). https://doi.org/10.1007/s10639-020-10299-w

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-020-10299-w

Keywords

Search

Navigation