Abstract
Video self-reflections can be an effective self-development tool for student teachers; however, its value is often limited as video provides only one perspective of the classroom. This project, an interpretive case study, used think-aloud protocol and interviews to explore how the use of 360-degree video can support student teacher reflection. Results suggest that the immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice, as well as supporting student teachers’ self-efficacy towards teaching. This has the potential to facilitate a more active and student-centred approach to initial teacher education within Higher Education.
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