Problematizing culture with video in teacher training

Abstract

ABSTRACT The article examines the problems faced by a group of pre-service teacher students when they are asked to analyze an intercultural situation. We wondered whether the use of video could foster critical reflection which is so difficult to achieve when it comes to observing one's own value judgments. The following research question will be considered: would the use of video make it possible to observe an intercultural situation in teacher training? By intercultural we mean an approach that focuses on the processes of (re)actualization of plural identities in communication. The focus is less on culture as a determinant of ways of doing, speaking and being than on the way people use cultural traits to say/tell and judge each other in verbal and nonverbal communication. The article intends to open doors to new practices for intercultural education based on video annotation.