Interns’ Use of Video Cases to Problematize Their Practice: Crash, Burn and (Maybe) Learn

Jul. 17, 2010

Source: Journal of Technology and Teacher Education, 18(3), 459-488. (2010).

In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching?

The authors discuss the notion of learning to learn from experience through reflection and analysis, why we chose classroom discussions as a site for studying pre-service teacher learning, and the promise of constructing video cases for promoting reflection and analysis.

Then the authors report three main findings:
the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open;
observations became more specific, complex and more focused on instruction and student interaction;
and the audience for the case influenced what interns paid attention to.

The authors discuss the importance of developing an open frame of mind in working with video for analytic purposes.
Furthermore, the authors also discuss the need to name and frame problems associated with one’s practice in order to promote learning, and challenges of using video to develop discussion skills in science.

Updated: Feb. 16, 2012