Affordances of Digital Video Editing among Prospective English and Science Teachers

Bruce, Dickson D.; Yerrick, Randy; Radosta, Michael; Shively, Chris

doi:10.1108/s2048-045820150000006002

Literacy Research, Practice and Evaluation

2015

DOI: 10.1108/s2048-045820150000006002

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Affordances of Digital Video Editing among Prospective English and Science Teachers

Dickson D. Bruce¹,

Randy Yerrick²,

Michael Radosta³

et al.

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Three Phases of Video-Based Reflection Activities to Transition Teacher Candidates from Understanding to Examining Practice

Nagro

2022

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Video-based reflection activities, common to teacher preparation, serve as a bridge between theory and practice and support teacher candidate professional growth overall. Without the necessary guidance on how to reflect, many teacher candidates lack the ability to critically review, analyze, and evaluate their teaching to learn from and apply new insights to future teaching situations. Candidateslikely need to develop foundational skills prior to engaging in complex, video-based reflection activities. The purpose of this article is to describe a three-phase sequential approach to developing teacher candidates as reflective practitioners. Specifically, the three phases begin with foundational skills of understanding practice, then shift to approaches for connecting practice, and finally transition to sophisticated professional growth opportunities through examining practice. Details regarding logistics and parameters for exemplar video-based observation activities as well as steps for guiding reflective practice at each phase are discussed.

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Three Phases of Video-Based Reflection Activities to Transition Teacher Candidates from Understanding to Examining Practice

Nagro

2022

JOSEP

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Affordances of Digital Video Editing among Prospective English and Science Teachers

Cited by 1 publication

References 22 publications

Three Phases of Video-Based Reflection Activities to Transition Teacher Candidates from Understanding to Examining Practice

Three Phases of Video-Based Reflection Activities to Transition Teacher Candidates from Understanding to Examining Practice

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