Using a web-enabled video system to support student–teachers’ self-reflection in teaching practice

With the goal of promoting student–teachers to reflect on their teaching performance, a web-enabled video system was developed to permit them to record their classroom performance and then retrieve online videos of their teaching for self-reflection. This study aimed to evaluate the effectiveness of online videos in facilitating self-reflection amongst student–teachers. Eight student–teachers from four disciplines were invited to use the video system to reflect on their teaching in two lessons. A content analysis was conducted to compare the reflective notes made by the student–teachers before and after browsing the videos of their teaching. The results indicated that video browsing prompted student–teachers to generate an additional 50 per cent of reflective notes and stimulated them to significantly increase the depth of their reflective thoughts in the areas of discipline and classroom management, and professional knowledge on teaching. Building on the gains achieved in this way, student–teachers can subsequently engage in in-depth professional dialogue with their teacher supervisors.

Research highlights
► The study invited eight student–teachers to use a web-enabled video system for self-reflection.
► Student-teachers self-monitored videotaping and browsed online videos of teaching practice.
► A content analysis studied the impact of video browsing on the number and depth of reflective notes.
► Video browsing fostered student-teachers to make more and deeper reflective notes on teaching.
► Self-reflection with video support prepares student-teachers for good professional dialogues.