Elizabeth Barrow & Gregory Chamblee (2020). Impact of a Self-Reflection, Expert Discussion, Self-Reflection Model on Pre-service Secondary Mathematics and Science Teachers’ Ability to Assess Their Classrooms

Self-reflection using candidate teaching videos in early field experiences is a strategy that may help candidates enhance their teaching constructs and abilities. This study reports on how a self-reflection, expert discussion, self-reflection video feedback cycle changed three pre-service secondary (Grades 6 – 12 certification) teacher candidates’ (two mathematics and one biology) ability to document specific targeted aspects of their teaching. Candidates submitted three separate videos of instruction and responded to a series of prompts modeled after edTPA task two and three prompts. Additionally, candidates were asked to place timestamps on their videos where they believed they answered each of the reflection prompts. The results show that while candidate responses remained brief there was a marked improvement in detail and depth of answers throughout each reflection cycle and after the submission each video. Candidates’, however, still had difficulty using the “video interactions” (timestamps) to substantiate their comments. Future studies need to follow-up on this research with a larger sample size.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: