Fostering critical reflection among pre-service primary teachers using video of their own practice

Abstract

The context of the research - Setting: School-based primary science program for undergraduate pre-service teachers. This research explored the use of student-controlled video capture as a tool to enrich pedagogical understandings and support and promote reflective discussion. The aim was to provide pre-service teachers with mechanisms better identify evidence in their own practice of the impact of their teaching on children's learning of science concepts and to become more reflective about their own teaching. Research questions - 1. How can video capture and analysis by pre-service teachers' be best used to inform our pedagogical practice in a school-based setting? 2. How can the use of videos be best incorporated into a teacher education program to target the pre-service teachers' learning of science pedagogy and concepts and provide insight into children's understandings and learning? 3. How have the attitudes and pedagogical content knowledge of pre-service primary education students changed over the duration of the unit?