Videopaper and teacher education Student teachers create ...

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Influences on the pace of the lesson Clarity of instructions! 259 Action: By keeping instructions shorter and more concise the class will not have time to lose concentration or to get bored, and it should also inject a sense of pace into the lesson as the transitions between tasks will be much shorter - pupils will ideally get the sense that the information being given is important and useful, and will be encouraged to focus (and to carry this focus on to the activity being explained). Give clear time warnings - and stick to them. Action: Continue to give clear time warnings, but do not be distracted by questions during the last minute of any task (after the 'one minute' warning has been given). Indicate that any urgent questions can be raised during feedback from the task, or the instruction for which the class's attention is required, has been given. This should help to inject a sense of pace as the class will know that each timing given relates to 'actual time' (one minute means one minute) and will encourage them to focus on the task by creating a sense of urgency. Though encouraging focus and pace, it is also of course linked to feedback as pupils must equally know that if they have not completed the work during the allotted time then it will be picked up on during the lesson. Kate came up with possible solutions that would help her overcome her issues. As discussed earlier, it is important that the outcomes of reflection enhance the quality of practice (Kreber, 2004). Kate had the opportunity to go back to school, after creating the Videopaper, and she commented that the process of creating the Videopaper helped her to improve her teaching. ‘I am far more conscious of the amount of time I spend talking to the class, and try whenever possible to write my instructions, or present them through different media – though sometimes I do slip back – the reflection prompted and allowed in making the Videopaper gave me more things to think about and allow for in my planning and, hopefully over time, they will become more automatic so I will be able to focus on another aspect’.
5. CONCLUSIONS 260 As derived from previous studies (Daniil & Olivero, 2008; Lazarus & Olivero, 2009) trainee teachers are concerned about reflecting and improving their practice. However, engaging with reflection as a fixed process is extremely difficult. This is where the Videopaper becomes important. Videopapers can foster reflection and help trainee teachers to make reflection more concrete. Daniil & Olivero (2008) suggest that reflecting through the creation of a Videopaper, helps the trainee teachers to crystallize their reflection into a permanent record, something that was evident in this study as well. The findings of the study add that the process of creating a Videopaper is at the same time a process of reflection. Initially, the trainee teacher is ‘forced’ to start thinking about issues connected with their practice when reading other student teachers’ Videopapers. The next step is the close concentration on their practice during the editing phase, which can be characterised as revealing. By watching the video several times the trainee teacher is very focused on their teaching and on the problems they are facing. Lastly, the creation of the Videopaper where the teacher puts everything together (e.g. the video and the text), is a chance for the teacher to analyse practice in depth and discuss ‘how’ and ‘why’ things occur. The most critical part of reflection is the capability of the teacher to become able to suggest ways that will help them transform their practice and improve it, taking into consideration the underlying factors that could potential influence their teaching. Research around Videopaper is growing in scale and has started to reveal positive outcomes in relation to reflection on practice. A future paper will aim to provide a more substantial picture of the outcomes of this study, by illustrating evidence deriving from the whole data. More focus will be given in analysing the types of reflection in relation to different domains of knowledge, as well as how the multimodality of the tool influences reflection on practice.
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 and 12: 256 Beardsley et al. (2007) suggest
Page 13: 4.2.2. Dialogical/process reflectio
Page 17 and 18: 262 References Beardsley, L., Cogan

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