Abstract
Video-based reflection analysis is an effective tool for improving teacher performance, however there is only limited knowledge regarding both how to employ it and the key factors involved. This pragmatic, qualitative research study analyzed 129 reflection forms and 43 interviews (gleaned from a cohort of preservice social studies teachers) to investigate the use of video-based reflection analysis in developing preservice teachers in Kuwait. Results suggest that using this method in the design of a well-structured learning experience with iterative reflection cycles and collaborative feedback boosts preservice teacher actions, with the key mechanisms being enhanced teacher conscious awareness, problem solving skills, self-confidence and self-regulation.
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