The use of video technology to support the development of student teachers is becoming more and more recognised. Its potential for use as a critical reflective tool is important. This report presents the findings of a research project that investigated the use of video technology for reflection on lessons in teacher education.
The study involved more than 100 participants including student teachers, mentors, practice tutors, school co-ordinators, other school-based staff and pupils who contributed in one or more of the following ways; a discussion group, interview and an online survey.
Key findings include that conversations with mentors and school colleagues are reported to be the most effective approach for reflecting on practice. The use of video technology is reported to be inconsistent. Nevertheless, many benefits of using video technology are identified; including supporting the identification of improvements and strengths, facilitating the observation of different techniques, and providing a basis for mentoring discussions. Challenges raised include the recordings could miss aspects of learning, safeguarding concerns, feeling self-conscious while filming and practical aspects of organising the filming.
There is a clear need for further support to embed the effective use of video technology for it to have a positive impact on student teachers’ reflective practices. These findings will inform the development of support mechanisms and resources to address the challenges, particularly as the findings indicate clear benefits in respect of using video technology as a pedagogical tool to support teacher learning
