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Developing reflective trainee teacher practice with 360-degree video -…
Developing reflective trainee teacher practice with 360-degree video
Research aim
To make recommendations for pedagogy and practice
Do trainee teachers practice reflection
'ways that the use of 360-degree video supported reflection
Research methodology
and methods used
Methodology- interpretive case study
case exemplar- petite or fuzzy generalisations
Sample size- four students from a cohort of 23 (22 female and one male)- second year BA primary education studies
Very small sample size
participants have different levels of experience within a school
Methods
Stage 1- teaching recorded with 360-degree video
Stage 2- post-teaching reflection (without video)
Stage 3- post-teaching reflecting using 360-degree video
Stage 4- individual research interviews
Data analysis
Video recorded student reflections
Audio-recorded interviews were transcribed
Open ended questionnaire responses submitted to thematic analysis
Internal validity
Data analysis untaken by two independent researchers
Main arguments/findings
360 video reflection supports teachers to understand what they have learnt and how to improve their practice
Highlights value of reflection
Findings
Initial microteaching reflections, observations brief little exemplification to support them
Evidence for pupil learning in microteaching and responses were superficial
the think aloud whilst watching the 360-degree video and then the reflection provided significantly more detail to support reflection
Observations made whilst watching the 360-degree video contradicted students' initial reflections
watching the video made the students think more about how they might approach the task differently in the future
helps students to better consider their own position within the class
supports them to better understand time
Increase self-confidence
Allowing students to re-experience the embodied teaching process the use of the 360-degree video itself may further support students' self-efficacy towards teaching
Conclusions
"immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice."
supports self efficacy and self reflection
Watching the video back is vital as it becomes a 'proxy for real-life settings' . Being able to re-experience their teaching.
Produce reflections to show a better understanding of their/their pupils behaviours
By watching and reflecting on the footage student teachers are not only observing and analysing the practice of others but also become active participants in the learning process
Strengths
Easily accessible for all
active and student centred approach
able to observe the whole class
Limitations
"such a small sample it is likely that participants will be recognisable to their peers" (Page 100)
Was 6 but as a result of 2 falling ill it became 4. This it therefore why it is vital to have a higher sample size.
Hawthorn effect- might act differently if they know they are being filmed
Small time-scale
Further research needed to explore the impact of 360-degree video on a larger group of students/longer period of time.
Student teacher support- providing peer watching, reflection and collaboration opportunities
Names of participants/name of university
Their thoughts and opinions on public view
Ethical implications
"such a small sample it is likely that participants will be recognisable to their peers" (Page 100)
Are all children allowed to be filmed/photographed? Background child?
Followed BERA and obtained ethical approval from Anglia Ruskin University
Consideration taken of the student participants and the school children involved in the microteaching activities
One researcher is the course leader of the students.
The power relation exposed by this relationship and the conflicting researcher-tutor roles may have affected participant recruitment. Response in interview
Authors and date
2019
Nicola Walshe and Paul Driver
Country of publication and who
Cambridge, UK
Faculty of Health Education, Medicine and Social Care
Anglia Ruskin University
Around 100 references