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Journal of Teacher Education
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Noticing Noticing

How Does Investigation of Video Records Change How Teachers Reflect on Their Experiences?

Cheryl L. Rosaen

Michigan State University

Mary Lundeberg

Michigan State University

Marjorie Cooper

Michigan State University

Anny Fritzen

Michigan State University

Marjorie Terpstra

Michigan State University

This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the content of the reflections from a focus on classroom management in memory-based reflections to a focus on instruction when video was available, and focus less on themselves and more on children when they reflected on video clips of their teaching. The power of video-based reflection to help interns revisit, notice, and investigate how they facilitate classroom discussions is considered.

Key Words: preservice teacher education • video • reflective practice • classroom discussion

Journal of Teacher Education, Vol. 59, No. 4, 347-360 (2008)
DOI: 10.1177/0022487108322128
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P. J. Rich and M. Hannafin
Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection
Journal of Teacher Education, January 1, 2009; 60(1): 52 - 67.
[Abstract] [PDF]