Abstract:

Teachers today are required to respond effectively in this age of rapid change; they are required to research their work, engage in continuous professional development and to take part in learning in professional communities (Levi Feldman, 2020).

As part of the change, we have developed a new model of pedagogical supervision, and it is implemented within the framework of the practicum for pre-service special education. The model allows students to create and learn independently while connecting between theory and their practice in classes and to do so in collaboration with their peer students.

The new model is unique because it is based on self-observation through self-recorded videos, and each student captures her teaching and raises a self-chosen issue for discussion that she led in the academic lesson (Hardof-Jaffe & Peled, 2020). Using this model, we hope to stimulate a multi-professional discourse based on self-reflection while enhancing the technology learning environments (Peled et al., 2020).

This study aims to identify the issues that special education students encounter in their final year of fieldwork.

Methodology:
In order to examine the issues that the students are interested in and raise from their self-recorded lessons, we adopted a qualitative approach, using content analysis. The content analysis was based on 22 self-recorded videos and 30 summaries of discussions made by 22 students in special education.

Ethical issues:
The leading researchers in the study are the pedagogical instructors of the students. Accordingly, all the data was analyzed after grading and with the consent of the students. The study was approved by the Ethics Committee of Levinsky College of Education.

Findings:
Through the content analysis, which refers to videos and summaries, we defined four themes:
1. Peer dilemmas - engaging in a teacher-teacher relationship: feedback, co-teaching.
2. Pedagogical issues: teaching methods, learning differences, classroom organization, and implementing meaningful learning
3. Teacher blind spots - things that are hidden from view during instruction: conversation between pupils, comments, disruptions, pupils participation during the lesson.
4 . Personal and professional identity development – how do others (pupils and teachers) perceive me as a teacher.

The findings raise themes and sub-themes and describe the pedagogical, value-based, and social issues that the students address towards the end of their training and starting to work in the education system. Understanding the issues that concern the students will make it possible to offer a more accurate learning program that meets their unique needs upon graduation and entering the first year of internship.

References:
[1] Hardof-Jaffe, S., & Peled, R. (2020, June). Video-recorded lessons in teacher training. In EdMedia+ Innovate Learning (pp. 391-395). Association for the Advancement of Computing in Education (AACE).
[2] Levi-Feldman, A. (2020). From educator to mentor: the good teacher of the twenty-first century. From a statement. Multidisciplinary Journal of Education, Society and Culture 16. 43-70.
[3] Peled, R., Hardof-Jaffe, S., & Hebel, O. (2020, June). Widening the triangular relationship into a circular relationship of peers and experts in teacher education the case study of third year special education college students. In EdMedia+ Innovate Learning (pp. 413-416). Association for the Advancement of Computing in Education (AACE).

Keywords:

Teacher education, Self recorded video.