Abstract:

This project illustrates the benefits of using videography as a means of capturing the teaching experiences of pre-service trainee teachers involved in classroom practicum/practice sessions in the Singaporean school settings. The post-video production of the teaching events serves as an instructional and assessment tool for developing and improving the teaching skills of the trainee teachers. The critical analysis of the post teaching events between the supervisor and the trainee teacher would provide persuasive feedback with some levels of objectivity and factuality, given the fact that the reviews are based on the corroboration of facts that have been unraveled with a multimedia source and a balance of viewpoints from the supervisor and the trainee teacher.

A total of six trainee teachers – three male and three female trainee teachers, were involved in the project. They were enrolled in the National of Institution {NIE} (Singapore), of which four of the trainee teachers were with the Bachelor of Arts (Education)/Bachelor of Science (Education) programme, and two were with the Diploma in Education (Dip Ed) programme. The project was conducted at three primary schools where the trainee teachers were engaged in the practicum sessions over a period of 10 weeks. Lessons in Maths, Science and English were observed and filmed. Each lesson lasted about 1 hour. Each trainee teacher was filmed twice – the 1st time at Week 3, and the 2nd time at Week 8. After each lesson observation, a one-hour debriefing was conducted between the supervisor and trainee teacher. Video-recordings of the lessons were reviewed and feedback provided to the trainee teacher by using the standardized NIE Assessment of Performance in Teaching (APT) form. The feedback sessions helped to identify key areas of strengths and weaknesses, and suggest alternative approaches/strategies that could be adopted by the trainee teacher.

The project stresses the fact that a video-recorded classroom observation of the trainee teachers’ teaching experience allows for greater personal reflection and individual inquiry of one’s teaching performance outcomes. The norm of supervisor/trainee collegiality and interactions would ensure a transfer of learning and, in return, affect the success and sustainability of professional development for the trainee teacher. This is because the video-recording of the lesson observation can serve as a form of professional development tool. The benefits of this approach would help to enhance the teaching skills and knowledge for the trainee teachers, and contribute to their professional growth and pedagogical effectiveness. The outcomes of the project can also be extended to the professional development of currently serving teachers who may be in the early years of their teaching contracts as they seek to improve their pedagogical skills. Furthermore, the library collection of video-recordings of the teaching experiences and best practices can be used as educational tools for future teachers joining the profession.

Keywords:

Lesson observation, Sch practicum, Videography, Professional development, Trainee teachers, Supervisor/trainee interactions, Best practices, SE Asia, Singapore.