Search results for: Gilbert Sharon

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.