Academic journal article Journal of Education and Learning

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher's Reflection on Teaching and Post-Teaching Supervision Discussion-A Case Study from Finland

Academic journal article Journal of Education and Learning

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher's Reflection on Teaching and Post-Teaching Supervision Discussion-A Case Study from Finland

Article excerpt

Abstract

The use of video in learning to teach is not new. The vast body of research shows that both pre-service and in-service teachers benefit from analyzing video lessons conducted by experienced teachers, their peers, or themselves. In this narrative case study, we analyze one post-teaching supervision discussion about a mathematics lesson. The study provides an insight into a unique setting where teaching practice took place, i.e. one teacher training school in Finland. We aim to demonstrate one pre-service teacher's learning process in the post-teaching discussion supported by the recursive use of video-stimulated recall (VSR). VSR was used first, as a tool for encouraging reflection on the lesson during the supervision discussion, after which the pre-service teacher was interviewed while watching a video of the supervision discussion. We argue that the recursive reflection on different kinds of videos may help pre-service teachers better learn from their own teaching experiences and from the advice of the experienced supervising teacher. In addition, arguably, the recursive use of VSR may be a fruitful method for educational researchers studying teacher education.

Keywords: video, supervision discussion, reflection, mathematics teaching, pre-service teacher education

1. Introduction

Educational research had documented the various purposes and uses of video in learning and teaching. This study is positioned in the line of research addressing the use of video in learning to teach, more precisely, in post-teaching supervision discussion of pre-service teachers' own lessons (e.g., Baecher, McCormack, & Kung, 2014; Baecher & McCormack, 2012). In the context of mathematics education, the use of video has been shown to be beneficial for in-service mathematics teachers as a means of continuing their professional development (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Sherin & Han, 2004; van Es & Sherin, 2008). The use of video has also been shown to be beneficial for pre-service elementary and pre-service mathematics teachers, allowing them to analyze their own and others' teaching (Santagata & Yeh, 2013; Sherin & van Es, 2005; Star & Strickland, 2008).

On the other hand, some researchers question the effectiveness of video technology in the teacher education context (see e.g., Wang & Hertley, 2003). Blomberg, Renkl, Gamoran-Sherin, Borko and Seidel (2013) criticize studies using video as providing insufficient description of the application of the video to support pre-service teachers' learning. The authors (2013) believe that this missing link determines how effective video really is in teaching and learning. With this case study, we respond to this criticism by carefully documenting the use of video during one Finnish pre-service teacher's practice teaching and the post-teaching discussion with his supervising teacher about one mathematics lesson. We also document the effectiveness of the recursive application of VSR from the viewpoint of a pre-service teacher.

Teaching practice provides pre-service teachers with opportunities to acquire practical experience of teaching, but also to analyze their own teaching in discussions with more experienced supervising teachers. Arguably, video recordings are an important tool in the supervision of practice teaching as they provide the opportunity for more focused post-teaching discussion, allowing pre-service teachers to explore their own methods by actually being able to see them in the way that others (e.g., supervisors) do. However, Baecher et al. (2014) assert that there is still much to be understood regarding the facilitators of video-supported reflection on the lesson. Building on the latter under-researched aspect, this case study provides one example of the ways video may facilitate pre-service teachers' reflection during post-teaching supervision discussions. The study will also display the relationship and interaction between a pre-service teacher and a supervisor, as well as the qualities that a supervising teacher in this process needs (Gelfuso & Dennis, 2014). …

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