USING THE PROCESS OF VIDEO EDITING TO SUPPORT PRESERVICE TEACHERS' VIDEO-BASED REFLECTIVE PRACTICE

Teacher preparation programs are finding easier accessibility to digital video and editing tools with recent technological advancements. Exploring tools that further develop and encourage reflective practice is an important part of preparing teachers (Cunningham, 2004; Wright, 2008). Video-enhanced reflection and additional video-based activities, such as editing video segments of teaching, may deepen reflective practice (Fadde, Aud and Gilbert, 2009). With limited information available on the process of editing to reflect on personalized teaching events, the need to further develop research in this area exists. This study investigated preservice teachers that use digital editing tools to inform their practice. The research questions for this study are: 1.) How does video-editing facilitate preservice teacher reflection? a.) What editing decisions do preservice teachers make when constructing video vignettes of their own teaching? b.) What factors do preservice teachers consider when making editing decisions? c.) How does talking aloud while editing affect reflection? Data sources included semi-structured face-to-face interviews, a think aloud protocol, and document review of the course syllabi and video data in the form of edited and unedited videos obtained from the six preservice teachers chosen to participate in this study. Data were analyzed using the critical ethnographic framework suggested by Carspecken (1996) to identify emerging themes and categories, and report the findings in a structured form. Using Carspecken‟s method, emerging themes were recursively analyzed to create validity and trustworthiness. Research about digital video editing to viii facilitate preservice teacher reflection may add to the current body of literature about video-based reflective practice for teacher education.