Abstract
Video-based reflection activities, common to teacher preparation, serve as a bridge between theory and practice and support teacher candidate professional growth overall. Without the necessary guidance on how to reflect, many teacher candidates lack the ability to critically review, analyze, and evaluate their teaching to learn from and apply new insights to future teaching situations. Candidateslikely need to develop foundational skills prior to engaging in complex, video-based reflection activities. The purpose of this article is to describe a three-phase sequential approach to developing teacher candidates as reflective practitioners. Specifically, the three phases begin with foundational skills of understanding practice, then shift to approaches for connecting practice, and finally transition to sophisticated professional growth opportunities through examining practice. Details regarding logistics and parameters for exemplar video-based observation activities as well as steps for guiding reflective practice at each phase are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
