Do teacher training students experience that video feedback support

This paper investigates the notion of video recordings as a device for stimulating reflection on teacher training students’ teaching skills. The argument is based on a two-year long student-centered video feedback project. It is suggested, that the adoption of video recordings as a method for creating reflections among teacher training students may be misleading. It is argued that, without careful course design, the effect from video recordings might only lead to an immediate feedback on students’ performing self and do not call for reflection about the students’ teaching. Using video projects follows popular discourses about learning and pedagogical methods while, at the same time, masking the fact that it may fail to live up to these ideals.

Författare: Tor Söderström

Do teacher training students experience that video feedback support reflections of their teaching skills?

Tidskrift för lärarutbildning och forskning 3-4/2008