Home PublicationsJRTEPast IssuesVolume 42 Number 1: Fall 2009

Using Video Editing to Cultivate Novice Teachers' Practice

Brendan Calandra
Georgia State University

Laurie Brantley-Dias
Georgia State University

John K. Lee
North Carolina State University

Dana L. Fox
Georgia State University

Abstract

This article reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. The study reported here is part of a larger body of research on video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. The first group debriefed with a teacher educator immediately after teaching their lesson. They later wrote about critical incidents that occurred during their teaching. The second group had no debriefing, but the participants were asked to capture their lessons on digital video, edit their video for two critical incidents, and reflect on the incidents in written form using the same rubric as the first group. Given that both groups used the same reflection guide, we found that students who developed video vignettes produced longer and more multifaceted reflections. We found implications of these results to be an important step towards facilitating novice teachers' development.

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Contributors

Brendan Calandra, PhD, is an associate professor of instructional design and technology at Georgia State University. His research focuses on using digital media to enhance learning and professional development. (Address: Middle/Secondary Education and Instructional Technology Dept., Georgia State University, P.O. Box 3978, Atlanta, GA 30302-3978; E-mail: bcalandra@gsu.edu)

Laurie Brantley-Dias, PhD, is an associate professor of instructional design and technology at Georgia State University. Her current research focuses on helping teachers integrate technology, design instruction for meaningful learning, and use technology for professional growth and development. (Address: Middle/Secondary Education and Instructional Technology Dept., Georgia State University, P.O. Box 3978, Atlanta, GA 30302-3978; Email: lbdias@gsu.edu)

John K. Lee, PhD, is an associate professor of social studies and middle grades education in the Department of Curriculum and Instruction at North Carolina State University. He serves as the co-editor of the social studies section of Contemporary Issues in Technology and Teacher Education and is the K–12 editor for the Journal of the Association for History and Computing. (Address: NCSU Campus, Poe Hall Box 7801, Raleigh NC 27695; E-mail: john_lee@ncsu.edu)

Dana L. Fox is chair of the Department of Middle-Secondary Education and Instructional Technology at Georgia State University. Her research focuses on the process of learning to teach secondary English, policy in English education, cultural authenticity in children’s and young adult literature, and mentoring and scholarly writing in academia. (Address: Middle/Secondary Education and Instructional Technology Dept., Georgia State University, P.O. Box 3978, Atlanta, GA 30302-3978; E-mail: dfox@gsu.edu)