Exploring video use in student teachers' collaborative reflection: An action research project

1 INTRODUCTION

In recent years, there have been growing numbers of studies across teacher education journals exploring the promising use of video as a tool for teacher learning. Gelfuso (2016) suggested that video use enables warranted assertability in collaborative reflection, providing an opportunity for evidence-based discussions among reflective practitioners. Studies examining video analysis in teaching practice have highlighted its benefits for helping teachers evaluate their teaching methods (Mann et al., 2019; McCoy & Lynam, 2021; Susoy, 2015; Tripp & Rich, 2012; Weber et al., 2018). Video use allows teachers to revisit their instructional practices, re-engaging with specific moments and incidents for enhanced learning and professional development.

This study investigated how Video Enhanced Observation (VEO) facilitates collaborative reflection among student teachers. Two collaborative reflection cycles were examined: Cycle 1 involved reviewing and commenting on video clips of other teachers' lessons, and Cycle 2 focused on reflecting on their own recorded teaching sessions. The findings emphasise the user-friendliness of VEO, enabling student teachers to effectively tag and comment on specific moments, thus shaping discussions. The study reveals promising positive outcomes, indicating that video-based reflective practices hold transformative potential in teacher education. Utilising digital video using VEO may foster professional growth, enhance teaching practices, and positively impact student learning outcomes. The approach promotes collective engagement, constructive dialogue, and ongoing improvements in educational communities. However, technical issues like connectivity problems and app glitches were identified as obstacles. Enhancements are still needed to ensure a seamless reflective process and this will be further explored in an ongoing study.