Abstract:

Reflection is an essential aspect of learning to teach. However, there are a range of barriers that prevent trainee teachers from developing their skills as reflective practioners. One of the key barriers reported by trainees is the time and effort required in recording and collating evidence to reflect upon. Exploring alternative ways of capturing evidence, video offers a number of advantages. Most trainees are now equipped with the necessary equipment that will enable them to capture video content and publish it on the internet; their mobile phone. However, the hardware and time required in capturing good quality video footage in itself can be a barrier

The Centre for Professional Education at the University of Warwick commissioned a pilot study to evaluate the value of using video as a means of facilitating the evidence collection process. 150 PGCE students were provided with video footage of themselves captured during a campus-based study week; working on a number of innovative teaching-related tasks.

The paper reports on whether ‘ready-made’ video provides a viable and effective channel to facilitate the reflective journey for trainees learning to teach. The study looks at the experiment from both the student and the teacher perspective and makes a number of recommendations that will assist other training providers who wish to use video as a tool to support reflection.

Keywords:

Reflection, Video, PGCE, Trainee Teachers.