ERIC Number: EJ1057705
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice
Bergman, Daniel
Teacher Educator, v50 n2 p127-144 2015
This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group (n[subscript V] = 95) used video recorders. Qualitative methods (content analysis) of the reflections found that preservice teachers gave varied attention to curricular decisions, question/response patterns, wait time, mannerisms, nervousness, and use of praise. Quantitative analyses (chi-square tests for independence) indicate the recording format did not lead to significant differences in participants' reflection on their various instructional behaviors except for two aspects: the video group gave more attention to non-verbal behaviors and movement around the classroom (a = 0.05). Implications are discussed, including methods for enhancing the habit of teachers recording and reflecting in teacher education.
Descriptors: Preservice Teacher Education, Preservice Teachers, Video Technology, Protocol Materials, Classroom Techniques, Reflection, Educational Practices, Teaching Methods, Methods Courses, Secondary School Curriculum, Field Experience Programs, Qualitative Research, Statistical Analysis, Protocol Analysis, Classroom Observation Techniques, Undergraduate Students, Teacher Behavior, Interaction Process Analysis, Questioning Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A