Abstract

Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. One camera was focused on them while another was focused on their students. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video selfanalysis to help them notice classroom interactions and improve their “withitness.” Specific benefits included seeing themselves from the students' perspective, reducing annoying mannerisms, improving classroom management, becoming better able to notice how well students understood, and becoming more aware of their reflection-in-action.

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