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

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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.

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Authors and Affiliations

  1. Brigham Young University, Provo, UT, 84602, USA

    Peter Rich

  2. Learning and Performance Support Laboratory, University of Georgia, 611 Aderhold Hall, Athens, GA, 30602, USA

    Michael Hannafin

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  1. Peter Rich
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  2. Michael Hannafin
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Correspondence to Peter Rich.

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Rich, P., Hannafin, M. Scaffolded video self-analysis: discrepancies between preservice teachers’ perceived and actual instructional decisions. J Comput High Educ 21, 128–145 (2009). https://doi.org/10.1007/s12528-009-9018-3

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  • DOI: https://doi.org/10.1007/s12528-009-9018-3

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