Integrating video technology into the reflective coaching cycle for pre and in-service teachers PROCEEDINGS
Carl Fields, University of Florida, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The goal of this research is to describe how prospective teachers experience and respond to video when used as a tool for provoking reflection-on-practice Schon, 1990). This research describes the experience, benefits, limitations, facilitators and inhibitors of using video to provoke prospective teacher reflection. The study emerges from within the supervision and teacher learning literature that suggests that the process of critically examining one's practice, with the objective of identifying behaviors for improvement and behaviors that are successful, can improve a teacher's self-efficacy. Specifically, Osterman and Kottkamp (1993) described how reflection can help educators develop a higher level of awareness about their practice and the impact of their teaching on student learning. Video provokes this reflection-on-action and creates opportunities and new spaces for professional growth in prospective teachers.
Fields, C. (2005). Integrating video technology into the reflective coaching cycle for pre and in-service teachers. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 1149-1151). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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