Search results for: Fadde Peter J.
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This article reports on an exploratory project in which the authors designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video. The authors conclude that the interactive video approaches developed in this project used video of near-peer preservice teachers to trigger the observations of both experts and novices, with the experts’ observations used to guide preservice teachers’ classroom awareness.
Updated: Dec. 11, 2016
This action research study describes the incorporation of a video-editing activity in an 'Introduction to Reflective Teaching Practice' course. Key features of the video-editing activities included (1) active videotaping of preservice teachers' field teaching by university supervisors, (2) self-directed video review by preservice teachers to support writing a reflective lesson analysis, (3) selection and editing of video vignettes by preservice teachers to illustrate their written reflections, and (4) posting of video vignettes on the students' electronic portfolio pages. 16 preservice teachers participated in this study.
Updated: Nov. 23, 2009