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ERIC Number: EJ1155909
Record Type: Journal
Publication Date: 2017-Jun
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1450-104X
Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher
Sexton, Steven S.; Williamson-Leadley, Sandra
Science Education International, v28 n2 p172-179 Jun 2017
This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of reflexivity and adaptive expertise. Student teachers self-selected a community of practice to include two experienced teachers acting as facilitators. Using a secure video capturing system, student teachers collected samples of teaching practice. Then, through student teacher led discussions, they and their community of practice examined how they were developing as teachers. Results indicate how video capturing provided the experiences necessary for these student teachers to reflect on teaching practice and learn how to think, know, feel, and act like a teacher. Implications of this research highlight the benefits of student teachers actually seeing their own teaching practice, and then, using these examples of teaching as evidence of how they were becoming reflexive and adaptive teachers.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A