Video Annotation Tools as an Improvement of Reflective Abilities for Pre-Service Teachers’ Field Experience.
Wednesday, March 28 3:00-3:20 PM Location: Edison G
Abstract: Recent research shows that preservice teachers increase higher reflective abilities and instructional skills by making video analysis using annotation tools. Video annotation, supported by online or offline programs, allows users to make analysis much more conveniently and accurately allowing greater reflections. This practice enables teacher candidates to scaffold, structure, and transform their reflections which improves and enriches the learning environment. However, little research has been done to investigate whether teacher candidates’ reflections are consistent with their practice. This study analyzed pre-service teachers’ instructional videos to better understand the gap between reflection artifacts (comment tags and reflection reports) and the teaching practice in the recorded videos. We argue that by doing reflection reports and comment tags, the teacher candidates improved their reflective abilities. However, there were some inconsistencies between what pre-service teachers shared in their reflections with what they actually did as documented in the video annotation. Pre-service teachers tended to describe what occurred in the classroom with little or no critical analysis of the challenges they had encountered with clear action plans. The purpose of this study is to develop a video analysis strategy that will prepare teachers with higher self-reflection abilities.