Countries:
Published:
Mar. 29, 2010
Source: Teacher Development, Volume 14, Issue 1, (2010) pages 57-68.
The current article examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers.
The participants were ten pre‐service teachers participating in a teacher education programme in a university in the Republic of Ireland and ten pre‐service teachers participating in a teacher education programme in a university in the North of Ireland.
The study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.