Videopaper and teacher education Student teachers create ...

4. Findings and discussion
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4.1. Creating a Videopaper to reflect on practice: the case of Kate 3
Kate, one of the three trainee teachers that were involved in the study, had short experience
in teaching before entering the PGCE English programme. She was involved in the study as
she was very interested in improving her practice. As she commented in her interview:
‘I thought the Videopaper was a great opportunity because I would be able to see what
observers see when they are in my lesson. I think it can be difficult to have a sense of yourself
and how you’re teaching when you’re at the front of the classroom, because you’re usually so
busy worrying if everyone is listening – wondering if you’re talking too much. There’s a lot
that goes on in a classroom that it’s not possible to see when you’re the one at the front
giving instructions.’
Video being a permanent record, gives teachers the potential to isolate and capture
important and puzzling moments that can occur and might slip their attention in the
constantly moving place the classroom is (Galvis & Nemirovsky, 2003). Kate was able to
step back and view her teaching through the angle of the observer. As she explains, by
viewing the video you are able to observe minor things that you cannot focus on while
teaching. She somehow moved from the position of the teacher who is immersed in
teaching to the position of the observer. This is evidence of dialogical reflection as ‘it
demonstrates a "stepping back" from the events/ actions leading to a different level of
mulling about’ 4 .
The PGCE tutor commented that the Videopaper was building on the reflection the
student’s had already done during the course.
‘They have to step back and look what they’ve being doing quite often I think. That
happens in schools as well. They are constantly being asked with feedback with their
mentors, with one of the classroom teacher. So, what did you do there? Where do you
think you could have done that better or whatever? I suppose the Videopaper was
building on that reflection they’ve already done.’
3 The name of the participant was changed in order to secure anonymity.
4 Hatton & Smith (1995: 48)