Abstract:

The use of video technology, especially since the advent of digital technology, has pervaded the world of Vocational Training more and more. Longer or shorter videos are assembled by trainers and shared with students indeed to observe and hence ponder over a specific practical action. According to both teaching perspective (academic achievement) and in the perspective of teacher training, videos are widely used as tools, also in the broader context of adult learning and in particular in the relevant field know as experiential learning. This paper aims at proposing a broader and widespread use of the videos, to be targeted and put in plays whewever it seems essential to deal directly with the oneself in term of personal identity, to foster a thoughtful learning method and a high level of self – awareness. On the one hand knowledge and information help individuals to know the world, but on the other hand there is the need for the ability to own it. In this sense the use of video technology in teaching/learning process can effectively helps not only the teacher, but also the student, the video is seem as a mirror trough which students can know and recognize, a metacognitive resource, for their learning. In this way, the student becomes an authentic protagonist of his/her own learning process, able to reflect on the practice of training situation because, as well as in the teaching profession, even the student "learns to be" in the action and with reflection on the action. When there is a truly reflective teacher, we will have a "thoughtful student" capable of being the main character of learning, and looking at himself/ herself as part of educational context he stars. He is willing to establish himself/herself as a driver of his existential spacecraft, capable of giving meaning to what he learns not only in the educational context but also in the complexity of the society in which he lives and acts.

Keywords:

Video Technologies, Vocational Training, Reflective Learning, Pedagogy.