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Exploring the Role of Video in Student Reflection During Coursework in the Teacher Education Program
PROCEEDING

, Marymount University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While the emphasis on teacher candidates being able to critically reflect is found throughout national, state, and local standards, teacher education programs still need to assess how to embed authentic experiences that allow effective reflection into their coursework. Teacher candidates should be offered numerous opportunities to learn, build upon, and strengthen their reflective abilities and instructional skills. This work-in-progress examines how a teacher education program can embed the use of video taped lesson presentations and video self-analysis into their coursework. The purpose of this work seeks to build upon the research that demonstrates the benefits of video self-reflection for pre-service and in-service teachers and to examine how teacher candidates can experience these similar benefits before entering student teaching and before having to submit self-reflective video segments in their E-Porfolio. The goal of this round table discussion is to seek out input on how video is currently being used in university and K-12 settings to help strengthen teacher candidates' reflective abilities.

Citation

Lewis, J. (2018). Exploring the Role of Video in Student Reflection During Coursework in the Teacher Education Program. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1134-1136). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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