Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis

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Calandra, B., Brantley-Dias, L. & Fox, D. (2007). Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 34-39). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24496.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Authors

Brendan Calandra, Laurie Brantley-Dias, Dana Fox, Georgia State University, USA

Abstract

The purpose of this study was to explore how digital video production and critical incident analysis promotes reflective practice among preservice teachers. Specifically, we used qualitative methods to examine how teacher candidates used digital video to record critical incidents from their own teaching experiences in order to reflect upon them systematically as an important part of their initial growth and development as teachers. Two research questions guided our inquiry: (1) How do secondary English teacher candidates use digital video as a tool to support and enhance reflection on their initial teaching experiences? (2) What modes or levels of reflection are evident in the teacher candidates' digital videos and reflective writings about the videos? In this presentation, we will describe the context, approach to using video to support reflection, findings, and suggest implications for teacher educators.

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