Developing reflective trainee teacher practice with 360 degree

  • Slides: 13
Download presentation
Developing reflective trainee teacher practice with 360 degree video Dr Nicola Walshe and Paul

Developing reflective trainee teacher practice with 360 degree video Dr Nicola Walshe and Paul Driver

Rationale The nature of trainee teacher reflection (e. g. Bryan & Recesso, 2006) �

Rationale The nature of trainee teacher reflection (e. g. Bryan & Recesso, 2006) � Video as a tool for supporting reflective practice (e. g. Tripp & Rich, 2012) � The potential of 360 -degree video (Ibrahim-Didi, 2015) �

Research Questions How does use of 360 -degree video support student teachers’ reflection on

Research Questions How does use of 360 -degree video support student teachers’ reflection on microteaching activities? 2. In what ways might trainee teacher pedagogical practice be supported by 360 -degree video? 1.

Research Design �Interpretive case study underpinned by sociocultural theory (Christ et al, 2017) �Four-stage

Research Design �Interpretive case study underpinned by sociocultural theory (Christ et al, 2017) �Four-stage process: 1. Microteaching recorded using stereoscopic 360 degree, 3 D camera with ambisonic audio 2. Initial reflection 3. Watch 360 -degree video using VR headset using think aloud protocol (Crowther et al, 2004) 4. Semi-structured interviews �Data analysis: transcribed data, thematic analysis using QDA Miner Lite

The students �Cohort of 23 second year BA Primary Education Studies students (22 female,

The students �Cohort of 23 second year BA Primary Education Studies students (22 female, 1 male) �Four female students

360 -degree video recordings of microteaching

360 -degree video recordings of microteaching

Re-watching 360 -degree video

Re-watching 360 -degree video

Changes in reflection Before 360 DV Brief, little exemplification • Focused on logistics of

Changes in reflection Before 360 DV Brief, little exemplification • Focused on logistics of lesson, particularly behaviour • Homogenisation of class • Negative • “I thought it was very rushed … handing out the paper took quite a long time” (Stefanie) “No, I don't think so, no. I mean they all put their hands up at one point or another I think” (Libby) “I think it went quite badly” (Dawn)

Changes in reflection Before 360 DV “when I was standing • Brief, little see

Changes in reflection Before 360 DV “when I was standing • Brief, little see that all there I couldn't exemplification the children looked really • Focused on confused or sort of pulling logistics of faces when I explained lesson, the tasks, whereas particularly behaviour looking it back I can • Homogenisation actually see the children's of class faces … not really • Negative knowing what I have explained and how they After 360 DV Detailed, sometimes contradicted initial reflections • Tensions within pedagogical decisions • Children as individuals • Thinking about what they might do differently next time •

Emerging Themes �“IEmbodied reflection think watching yourself back and being ◦ Feeling though back

Emerging Themes �“IEmbodied reflection think watching yourself back and being ◦ Feeling though back in able to seeasthat you didn't dothe as classroom badly as thought [helps] you become more ◦you Agency to re-explore the classroom “I was able to look around the whole classroom one time confident asand a teacher because youatcan ◦ Space. . time …. … I thinkon it sort felt more that Ithat was you revisiting the reflect theofgood things did as “If you know that in your class “I was trying to get things done classroom because with a video it's all sort well as the bad” (Dawn) of merged together and don't necessarily get the youyou wouldn't haveitseen a reactions quickly but ittowards wasn't, was kind of of � Self-efficacy teaching children … all different children, you don't getsee the noise certain section then you can going quite slowly and I could ◦ Improved self-confidence levels … you don't really havevideo” the of atmosphere where choose to the look at itsort using the that in (Libby) you are able to look allfor around. With experience 360 you're able to ◦ Opportunities mastery 360 -video. You can use it to fill look aroundwould and getthis all the emotions of the children and ◦ How develop over time? infeel your (Dawn) actually likegaps. ” you are back there. ” (Kay)

Implications for Geography Teacher Education: Supporting the process of reflection �Using existing 360 DV

Implications for Geography Teacher Education: Supporting the process of reflection �Using existing 360 DV microteaching footage to support reflection using hotspots. �Observe multiple reflections on the same microteaching episode ◦ Trainees and mentors �Undertaking 360 DV microteaching in schools across teaching practice ◦ The full experiential learning cycle

Thank you nicola. walshe@anglia. ac. uk

Thank you nicola. walshe@anglia. ac. uk

References � Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman. �

References � Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman. � Bryan, L. A. & Recesso, A. (2006). Promoting reflection with a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1) 31– 39. � Christ, T. , Arya, P. , & Chiu, M. M. (2017 b). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22 -35. � Crowther, M. S. , Keller, C. C. & Waddoups, G. L. (2004). Improving the quality and effectiveness of computer-mediated instruction through usability evaluations. British Journal of Educational Technology, 35(3), 289– 304. � Fives, H. , Hamman, D. & Olivarez, A. (2007). Does burnout begin with studentteaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916 -934. � Ibrahim-Didi, K. (2015). Immersion within 360 video settings: Capitalising on embodied perspectives to develop reflection-in-action within pre-service teacher education. In T. Thomas, E. Levin, P. Dawson, K. Fraser & R. Hadgraft (Eds. ), Research and Development in Higher Education: Learning for Life and Work in a Complex World, 38 (pp 235 -245). Melbourne, Australia. � Tripp, T. & Rich, P. (2012 a). Using video to analyze one’s own teaching. British Journal of Educational Technology, (43)4, 678– 704 � Usher, E. L. , & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89 -101.