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Journal of Computing in Higher Education

, Volume 21, Issue 2, pp 128–145 | Cite as

Scaffolded video self-analysis: discrepancies between preservice teachers’ perceived and actual instructional decisions

  • Peter Rich
  • Michael Hannafin
Article
First Online:

Abstract

While video is commonly used to record “expert” teachers, video editing and analysis tools have made it possible for preservice teachers to systematically document, assess, analyze and adapt their own teaching practices. This case study documents the experience of three preservice teachers as they used a Web-based video analysis tool to analyze and subsequently act on their instructional decisions. Findings highlight the ability to identify and address discrepancies between thought and action, resulting in marked differences in teaching practice.

Keywords

Preservice Teacher education Video Reflection 
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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Brigham Young UniversityProvoUSA
  2. 2.Learning and Performance Support LaboratoryUniversity of GeorgiaAthensUSA

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