Affordances of Digital Video Editing among Prospective English and Science Teachers

Abstract

Purpose

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

Methodology/approach

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

Findings

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Practical implications

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

Citation

Bruce, D., Yerrick, R., Radosta, M. and Shively, C. (2015), "Affordances of Digital Video Editing among Prospective English and Science Teachers", Video Research in Disciplinary Literacies (Literacy Research, Practice and Evaluation, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 41-57. https://doi.org/10.1108/S2048-045820150000006002