Resumen de The use of video during professional experience for initial teacher education
Nine triads, comprising a pre-service teacher (PST), supervising teacher and university advisor participated in the study. Each week during a four-week professional experience placement, PSTs identified a ‘puzzle of practice’ and used smartphones to video a five-minute excerpt from one of their lessons. They annotated their video excerpt with time-stamped comments and uploaded it to a secured website. There, the supervising teacher and university advisor viewed the video, read the annotations, and provided feedback. Annotations were coded to identify the depth of reflection using four categories: Descriptive; Evaluative; Reflective; Imaginative. Participants also completed a survey about their experiences. Results indicate that the process helped PSTs to reflect on classroom practice and provided opportunities for professional dialogue.