Using Film as Pedagogy to Explore Pre-Service Teachers' Beliefs

Abstract

This study investigated pre-service teachers' beliefs about education through the application and analysis of Hollywood films in an undergraduate teacher education course. Hollywood films, as a genre of films, present teachers as lead characters and plots that center on classroom environments, instruction, assessment in relationship to colleagues and parents. As an instructional strategy films bring to life scenarios that can assist pre-service teachers in problematizing a wide range of issues. The study design employed initial and post surveys, class discussion, and worksheets to encourage reflection about issues relative to K-12 education. The research questions guiding the study were: What are pre-service teachers' beliefs about education? What changes may have occurred to pre-service teachers' beliefs about education over the course of a semester? What do pre-service teachers learn about education from watching Hollywood films about teaching? Data is presented through descriptive statistics and a narrative response analysis of survey data. Findings suggest watching and discussing teacher films supported that respondents demonstrated deeper awareness and a more complex understanding of teacher roles and responsibilities. Limitations of the study and recommendations for film pedagogy within teacher education courses are addressed.