Search results for: Gibbons Scott

This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers’ pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers.