Student teachers’ emotions when watching their own videos and those of their peers

Abstract

Purpose The purpose of this paper is to explore the emotions reported by a group of student teachers (STs) after viewing their own teaching videos and those of their peers, as well as the reasons for those emotions. It also investigated the perceived influence of the STs’ emotions on their learning from the videos. Design/methodology/approach The case study involved 12 STs, and was situated in the context of a science methods course on a postgraduate teaching diploma program. The emotions associated with watching different types of video materials were investigated using a variety of data-collection methods, including written surveys, student-generated metaphors, and interviews. The emotion labels/words (e.g. horrible, joyful) and metaphors the STs used to describe their video-viewing experience, as well as the reasons for their emotions, were analyzed. The perceived influence of the participants’ emotions on their learning from the different types of video material was also analyzed qualitatively. Findings The findings suggested that most of the STs experienced negative emotions when viewing their own videos, whereas all of them reported positive emotions when viewing their peers’ videos. Distinct groups of STs displaying similar emotions while viewing the different video materials were distinguished. Their characteristics and the reasons for their emotions were identified. Analysis of the perceived influence of emotions suggested that they exert differential influences on learning from video materials, with the negative emotions associated with viewing one’s own videos reported to hinder such learning in most cases. Originality/value This study represents one of the few attempts to investigate the emotions related to STs’ video-viewing experience. The case study problematizes the lack of attention to the emotions associated with ST’s video-viewing experience in existing scholarship and highlights the fact that research findings on in-service teachers’ emotions associated with viewing different types of video material might not be transferable to novice teachers. The identification of distinct groups of STs who experience particular emotions when viewing different types of video material, as well as the differing perceived influence of those emotions on their learning, has implications for the effective use of videos to enhance learning in initial teacher education.

Utility-value change and the role of emotional cost in video-based learning: a matter of student teachers’ interpretation of experience

“…Furthermore, both constructs showed an overlap when predicting final exam scores in an introductory biology course at the university with almost the same magnitude. These findings support our assumption that emotional cost could be related to video-based learning during a teaching practicum, as previous research has pointed out anxiety as one of the most prevalent achievement emotions when using videos of one’s teaching (e.g., Chan et al, 2018 ).…”

“…Counterintuitively, they found that participants in the "other video group" showed significantly more emotional expressions and a tendency toward more negative emotions. This finding is in stark contrast with Chan et al (2018). They found that student teachers experienced more frequent negative emotions such as anxiety or shame when watching videos of their own teaching compared to fewer negative and more positive emotions when watching videos of their peers.…”

“…Additionally, we focused on student teachers' emotional cost as a predictor of utility-value change to capture difficulties that student teachers perceive when using videos of their own teaching (cf. Chan et al, 2018) with quite plenty of simultaneous tasks to execute when videos are generated (Richards et al, 2021). The combination of videobased learning in teaching practicums has been described as a promising conducive context as student teachers have contact with real students in authentic classroom situations, whereas the video setting enables them to collaboratively, supportively, and with discipline reflect on examples of their own teaching (Charalambous et al, 2018(Charalambous et al, , 2022.…”

“…Control-value theory, as a well-known framework on achievement emotions, has pointed out that negative outcome emotions such as anxiety and hopelessness are aroused by a lack of control and doubts about the certainty of success and negatively relate to achievement ( Pekrun, 2006 ). Regarding video-based interventions, research has referred to the negative emotional arousal for video-based interventions when they make use of participants’ video clips of their teaching (e.g., Kleinknecht and Schneider, 2013 ; Chan et al, 2018 ), whereas the learning outcome will be influenced negatively ( Charalambous et al, 2022 ). By investigating motivational and emotional characteristics with the conceptual lens of SEVT, our study will provide new knowledge to promote student teachers’ video-based learning.…”

Mentoring strategies and their impact on social workers’ attitudes

“…Analysis of videoed simulations during simulated process is one of the most effective tools for mentoring in organizations. Analysis provides varied learning opportunities and in addition enables colleagues to learn about their skills and those of others (Chan et al., 2017). Mentoring through analysis of videos describing interactions occurring in the organization, helps mentees to sharpen their world-view and professional vision, leading to testing strategies for solution (Hollingsworth & Clarke, 2017).…”