Reflecting on Others before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflection Activities

ID: 52081 Type: Full Paper
  1. Sarah Nagro, George Mason University, United States

Friday, March 30 10:45 AM-11:15 AM

Presider:
Kara Suzuka, University of Hawai'i at Mānoa, United States

A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting teacher candidate reflection Thirteen teacher candidates participated in student teaching internships with four corresponding seminar sessions focused on systematically guiding video analysis activities by (a) using video evidence, (b) building prerequisite skills, (c) focusing on others before focusing on self, and (d) teaching about a reflection continuum Results of paired sample t-tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other A Fischer’s Exact Test of Independence identified a significant association where candidates with passing reflective ability scores were more likely to view the activities as challenging but necessary Implications and limitations are discussed

Topic

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