Preservice Teachers Use Digital Video to Reflect on Their Own Literacy Learning

Abstract

Purpose

To describe the use of digital video as a tool for preservice teachers to examine their own literacy learning (rather than teaching) practices in order to document the potential benefits of developing observation skills and metacognitive awareness.

Methodology/approach

During a literacy methods course, preservice teachers engaged in literature discussions. They then analyzed video of discussions to identify their processes, the effectiveness of their talk, and areas needing improvement. Content analysis was then performed on discussions, responses, and reflections about video as a learning tool.

Findings

The preservice teachers engaged in varied discussions, subsequently evaluating their practices in sophisticated, contextualized, and personally relevant ways. They articulated multiple benefits of video to enhance their roles as both learners and teachers. While examining their learning practices, they frequently shifted focus to teaching.

Practical implications

Digital video allows preservice teachers to reflect independently, generate theory about practice, and compare their practices to those of others, both peers and students. By analyzing their own learning, teachers can develop empathy toward students, discover the relative benefits of assignments, and model personal learning.

Citation

Kaufman, D. (2015), "Preservice Teachers Use Digital Video to Reflect on Their Own Literacy Learning", Video Research in Disciplinary Literacies (Literacy Research, Practice and Evaluation, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 249-268. https://doi.org/10.1108/S2048-045820150000006012