Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale

Abstract

Purpose

To describe how combining a working definition of reflection with a framework for applying this definition can lead to a greater consistency in the manner with which reflection instruction is implemented in educator preparation programs.

Methodology/approach

Cultivating the habit and practice of reflection has been a long-standing goal of educator preparation programs. However, much of the research literature indicates a lack of consistency in the way that reflection is defined and taught in these programs, particularly in the context of video-reflection. This chapter examines how a workable definition of reflection based on Dewey’s phases of reflection can be used to make reflection instruction more consistent and meaningful for pre-service teachers.

Findings

The authors discuss the video-reflections of four different pre-service teachers, providing examples from their reflections to demonstrate how a workable reflection definition can assist teacher educators in developing the reflective capabilities of pre-service teachers.

Practical implications

By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.

Citation

Verlaan, W. and Verlaan, S. (2015), "Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale", Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (Literacy Research, Practice and Evaluation, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 151-171. https://doi.org/10.1108/S2048-045820150000005014