Videopaper and teacher education Student teachers create ...

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257 4.2. Types of reflection revealed in the Videopaper: evidence from Kate’s Videopaper Elements of reflection were identified in the trainee teachers’ Videopapers. Three different types of reflection were identified in the Videopapers: (a) descriptive/content, (b) dialogical/process, and (c) critical/premise (see Table 1). In general, the trainee teachers mostly engaged with descriptive/content and dialogical/process reflection, while critical/premise reflection was less evident. In Kate’s Videopaper there is evidence from all the three types of reflection, however she mostly engaged with dialogical/process reflection. Kate engaged with two particular issues: clarity of instructions and pace of the lesson. 4.2.1. Descriptive/content reflection Kate in her Videopaper managed to move beyond simple description of events and reveal deeper types of reflection, however at some points she tended to be descriptive. As shown in the following example, most of the description given in her text was information that was in the video 5 . There are no particular problems with the pace of the transition into the main activity of the lesson - when the class move into their groups. Again, my instructions are initially quite clear. However, as the video highlights, the pace of my instructions seems to be far too slow, as some of the pupils start moving before I have finished and the noise levels increase, indicating I have lost their attention. In the example given above, Kate does not explain how she managed to give clear instructions or why the pace of her instructions was too slow. She briefly gives the overall picture and that she ended losing the attention of the children. This example is given in one of the first pages of her Videopaper. Reading the Videopaper through, she progressively moved into deeper types of reflection aiming to give rationale both about her problems, as well as suggestion for possible solutions to those problems. 5 The excerpts in the boxes were taken from Kate’s Videopaper.
4.2.2. Dialogical/process reflection 258 The second type of reflection was evident throughout Kate’s Videopaper. Kate showed that she was concerned about analysing the factors lying behind her problems, as well as investigating possible solution to those problems. The example given below illustrates evidence of dialogical reflection identified in her Videopaper. ‘It is the lack of clarity in my instructions, or in this case, more my perception of the lack of clarity, which slows down the pace of the lesson. When giving the instructions I felt that they lacked clarity and was unsure how to explain clearly what I wanted the class to do. As a result of this I spent far longer on my explanation than necessary and repeated myself several times (my instruction could have been truncated - finishing at 3.13 in the video though of course with clarity it could likely have taken even less time. This is identifiable in the video when the class start to talking and fidgeting, again, they have already started the activity. My instructions later in the lesson are more concise and so more effective in this sense -though my delivery is still stilted and takes longer than necessary, again slowing the pace of the lesson. However, unlike during the introduction of the main activity, I summarise the instruction much more effectively and quickly, so the class can quickly get on with the task.’ 4.2.3. Critical/Premise reflection According to the framework of reflection critical reflection is difficult to engage with in comparison to the other types. Critical reflection requires the teacher to be able to identify their problems and explain why those problems occur. It is also important that the teacher is able to compare different solutions and choose the most appropriate according to the context within which the problem is placed (Hatton & Smith, 1995; Kreber & Cranton, 2000). In Kate’s Videopaper evidence of critical/premise reflection was found, although she did not analyse in depth the different approaches to the problems described in her Videopaper. The following excerpt is taken from Kate’s Videopaper.
Page 1 and 2: Περίληψη 246 Videopaper and
Page 3 and 4: 248 through video and analyse it th
Page 5 and 6: 250 The second model was developed
Page 7 and 8: 2.4.1. The process of creating a Vi
Page 9 and 10: 254 Figure 2. The three-step proces
Page 11: 256 Beardsley et al. (2007) suggest
Page 15 and 16: 5. CONCLUSIONS 260 As derived from
Page 17 and 18: 262 References Beardsley, L., Cogan

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