Video-based Reflection Research Articles

Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices

ABSTRACT The current study examined the teacher candidates’ perceptions of ways a process-based reflective teacher training course-especially those focused on bumpy moments in the classroom, through situational role plays, video reflections, and scenarios- could assist them in their reflective and caring practices. In this regard, a sample of 45 pre-service teacher candidates enrolled at a teacher education university in Iran partook in the study and filled in the reflective and caring practices questionnaire before and after the treatment. Moreover, three teacher candidates were offered to keep reflective journals about the procedure based on their observations. Furthermore, pre- and post-phase interview was conducted with 15 participants. The results of this study revealed that the participants across all three intervention groups experienced improvement as a result of engaging in the teacher training course. The scenario group had the highest mean, followed by the video group; the role play group showed the least amount of improvement in reflective questionnaire mean score of all the treatment groups. The implication is that the process-oriented reflective teacher training course through situational role-play, video-based reflection, and scenario-based reflection can make teacher candidates more cautious about the caring and reflective aspects of their teaching.

Improving Teachers’ Professional Vision Through a Video-based Reflection Program: A Case Study in Mexican Primary Schools

Enhancing teachers’ professional vision (TPV) may contribute to increasing the quality of teaching-learning processes through higher perceived efficacy, leading to autonomy-supportive environment. This is of particular importance in Physical Education (PE), due to the fact that this subject presents different challenges and more dynamic situations compared to others. One of the latest approaches for enhancing TPV is video-based reflection, which allows teachers to observe recorded lessons and analyze them. The aim of this research was to test the effect of a video-based reflection program on TPV in PE. Two teachers participated in a 3-step video-analysis program consisting of self-reflection, peer reflection, and expert feedback. Notable changes were found in TPV at the end of the 6-month intervention, both in terms of teachers’ selective attention to classroom events and their knowledge-based reasoning. Our findings suggest that video-based reflection programs could represent an important part of any teacher training program aiming to increasing PE teachers’ responsiveness to diverse in-class situations.

More I-talk in student teachers’ written reflections indicates higher stress during VR teaching

Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.

Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

AbstractThis study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK.

Asmaa Zaghloul Abd Elatty Mohammed: The Effectiveness of a Program Based on Digital Posters and Video-Based Reflection in Developing Preparatory Stage Pu-pils' EFL Speaking Fluency Skills

Asmaa Zaghloul Abd Elatty Mohammed: The Effectiveness of a Program Based on Digital Posters and Video-Based Reflection in Developing Preparatory Stage Pu-pils' EFL Speaking Fluency Skills

Melanoma: Does It Present Differently in Darker Skin Tones?

There are vast differences in clinical presentations of melanoma across skin tones. Individuals with darker skin tones tend to have a higher prevalence of advanced-stage melanoma, which correlates with increased mortality. We designed this interactive workshop to increase nursing and medical trainees' awareness of the epidemiology, prevention, and treatment of melanoma in individuals of darker skin tones. The Kern model was used in the design, implementation, and evaluation of the workshop. The 75-minute workshop consisted of a PowerPoint presentation, video-based reflection activities, and case studies. Evaluation consisted of pre- and postworkshop questionnaires. The workshop was implemented two times among 63 nursing students, 11 medical students/residents, and six medical faculty. Seventy-one participants completed the pre- and postworkshop evaluations. A comparison of pre- and postworkshop responses utilizing the Wilcoxon matched-pair signed rank test showed a statistically significant increase in learners' confidence to address each learning objective. Through this interactive educational presentation, medical and nursing trainees can gain heightened awareness of melanoma across various skin tones, especially unique presentations in darker skin tones.

The value of systematic, iterative, video-based reflection analysis on preservice teacher actions in Kuwait: A preservice social studies teacher example

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.

The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes

The paper presents results from a quasi-experimental study which explores collegial video-based reflection on teaching of pre-service teachers (N = 83; 54 female (65.1%); Mage = 24.64), during their practical semester in a teacher education program in Germany. Findings reveal an improvement in attitudes toward reflection on teaching in general. An improvement in attitudes toward feedback and video-based reflection was achieved in the intervention group reflecting on their own teaching videos. Findings indicate that collegial reflection on own teaching videos offers a benefit for the development of reflection related attitudes in teacher education.

Video-based reflection in teacher education: Comparing virtual reality and real classroom videos

While previous studies have examined the use of real-world classroom videos to support the development of student teachers’ reflective skills, there has been little research to date on the use of virtual reality (VR) videos in teacher education to provide opportunities for authentic reflection. This mixed-methods study investigated changes in reflection-related self-efficacy and differences in written reflection processes using a quasi-experimental design with two types of reflection stimuli. One group of 46 student teachers used a VR-based video to reflect on instruction while another group of 23 student teachers used a real classroom video. We found an increase in reflection-related self-efficacy over time among participants in the VR group only. We also found that VR videos triggered similar reflection processes to real classroom videos. This study shows, for the first time, that video-based reflection on VR classroom videos produced comparable results to reflection on real classroom videos. This indicates that VR can be used successfully in teacher education and that it offers a useful learning tool for teacher education programs.

ENHANCING EFL IN-SERVICE TEACHERS’ TEACHING SKILL THROUGH THE ROLE OF VIDEO-BASED REFLECTIONS

The essential purpose of the research was to examine EFL in-service teachers’ perceptions after watching their teaching video recording. This research attempted to explore more insight of the video-based reflections roles focusing on teacher development. The research applied a qualitative design with eight EFL in-service teachers as participants. The data were conducted through semi-structured interviews, journal reflective, and video recording. All these data were then analyzed using thematic analysis. The result demonstrates that video-based reflection is an accomplished way to gain self-evaluation. These in-service teachers have gained new views, and have chances to analyze both deficiencies and potencies using video-based reflections in their teaching experiences. Conclusively, video-based reflections can promote teachers’ professional development.

Video-Based Reflection and Peer Coaching in Enhancing TEFL Student-Teachers' Teaching Practices of Receptive Skills

This study examines the effect of selfie video reflection, model lesson video reflection, and peer-coaching relating to model lesson videos and selfie videos on TEFL student-teachers' receptive skills teaching practices. An observation checklist of (11) teaching practices was used by the participants during reflection. Four groups of (6) participants carried out two practice teaching days each week for three months and met with the researcher monthly. The first group recorded their lessons and reflected on them. The second watched model lesson videos and reflected on the teacher's performance. The third watched videos of model lessons, reflecting on them with peers, as well as recording their practice teaching and reflecting on their performance with peers. The fourth received only educational supervisors' and mentor teachers' feedback. The results reveal that the use of peer coaching with the model lesson and self-recorded videos enhances teaching practices relating to receptive skills.

Three Phases of Video-Based Reflection Activities to Transition Teacher Candidates from Understanding to Examining Practice

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.

Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

Public organizations need to learn and evolve continuously to keep up with emerging complexities. This may require a transformational organizational change, including culture, strategy, structure and working methods for service delivery. The aim of the study is to understand how a video-based reflection method could support an action learning (AL) and action research (AR) process to enhance transformative capacity among a group of team leaders in a changing youth care organization. Sixteen team leaders participated in the video-reflection process. The steps were: (1) all leaders were filmed leading a team meeting; (2) each leader reflected on a peer’s video; and (3) reflections were analyzed, and themes were abstracted. (4) Related to these themes, video fragments were compiled to share with the leaders in Focus Group Discussions (FGDs), where the leaders discussed the videos and formulated key lessons. (5) Key lessons were summarized in a report. Data collection included: video-recordings, evaluation sheets and field notes acquired during the process of video-reflection and seven months later, interviews with team leaders (n = 11) about their learning experiences. This study shows greater transformative capacity in most of the team leaders. Awareness of their work practice, as well as the process of reflexive monitoring during the FGDs, contributed to widening the scope of their reflective reality, and thus their sense of agency in adapting their practices, such as moderating their occasionally controlling behavior, being able to structure the team meetings effectively, and understanding when to use specific leadership roles.

Video-based reflection on neonatal interventions during COVID-19 using eye-tracking glasses: an observational study

ObjectiveThe aim of this study was to determine the experience with, and the feasibility of, point-of-view video recordings using eye-tracking glasses for training and reviewing neonatal interventions during the COVID-19...

Developing a frame for action with digital technology through extending teacher noticing

ABSTRACT Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically, they examine how the mix of collaborative interaction, use of video, and the discussion of selected incidents when focusing on specific aspects of practice leads to extended noticing and the creation of a ‘frame for action’. They focus on a research and development project that introduced a dialogic pedagogy around a microblogging tool in English secondary schools. Three teachers participated in meetings with researchers, presenting self-selected clips from their lessons for discussion. Analysis of audio-recorded meetings revealed teachers’ preparedness to extend understanding by building on others’ experiences. This led to the teachers developing frames for action for future lessons informed by professional dialogue.

What makes us the same? What makes us different? Development of a shared model and manual of group therapy practice across art therapy, dance movement therapy and music therapy within community mental health care

Arts therapies draw upon many theories and models of practice, but lack consensus in shared factors of their provision. In preparation for a randomised controlled trial involving art therapy, dance movement therapy and music therapy, we used experiential and practice-based methods to develop a model and manual for mixed diagnosis arts therapies groups in community mental health care. Six arts therapists met over the course of a year to explore commonalities and differences in art, dance movement and music therapy groups. Arts-based and consensus methods were used to develop practice principles, which were expanded through workshops with arts therapists working in mental health services. A model, manual, training and adherence guide were produced, which incorporated role-play and video-based reflection. The model is underpinned by transdiagnostic and contextual psychotherapy theories. The manual outlines ten core principles, alongside 19 practice principles. Fourteen scenarios where therapists commonly intervene informed ongoing therapist training and development. This is the first model to describe practice across three types of arts therapies for mixed diagnosis groups in community mental health care. Whilst overall manual utility (including adherence) and effectiveness is yet to be assessed, the development methods may be informative for wider arts therapies groups and clientele.

Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.

Uniting epistemological perspectives to support contextualized knowledge development

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers’ knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers’ learning and knowledge development through awareness. This theoretical article proposes that uniting both epistemological perspectives is beneficial for developing teachers’ contextualized knowledge of how to teach at all phases of career development, and especially early on. In so doing, action and reflection are positioned as central to the development of teachers’ knowledge, and affordances from both the deliberate and the aware perspectives are articulated. Specifically, this article explains why uniting the two perspectives supports better sense-making, more refined instructional planning, and more responsive teaching, before offering a united reflection model. These processes are then discussed in the context of video coaching interventions for early-career teachers. After presenting a blueprint for video-based reflection and key design features that could support teachers’ learning, important differences compared to other reflection models are discussed and implications for (the design of) teachers' professional development based upon this united perspective are presented.

Fostering critical thinking skills in ELT through video-based reflection

As a product of Council of Europe's initiatives to promote intercultural dialogue, the 'Autobiography of Intercultural Encounters through Visual Media (AIEVM)' was published as a tool to help learners reflect on their intercultural encounters. This study aims to investigate whether the AIEVM can be used as an educational tool for English language learners in order to foster their critical thinking skills in a higher education context. Fifteen students taking an Intercultural Communication course at a state university in Turkey participated in the study. For the purposes of the study, videos were used as the type of visual media during the pedagogical treatment which took four weeks. The videos were chosen among ones which had the theme of stereotyping and prejudice. After reflective classroom activities by using the videos, students were given reflective writing assignments based on the AIEVM. Data were collected from weekly reflective writing samples, field notes and an interview conducted at the end of the pedagogical intervention. Bloom's Revised Taxonomy was used to identify the categories of critical thinking found in the data. The study revealed that the students displayed higher-order cognitive skills at the Applying, Analysing and Evaluating levels of the taxonomy, while the Creating category was not addressed in the reflections. It is concluded that the AIEVM can be used as an effective educational tool to foster critical thinking skills by using videos in English language teaching.