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

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dc.contributor.advisorPierson, Melissa E.
dc.contributor.committeeMemberLee, Mimi Miyoung
dc.contributor.committeeMemberHawkins, Jacqueline
dc.contributor.committeeMemberChung, Sheng K.
dc.creatorMaudoodi, Ruqqayya 1979-
dc.date.accessioned2014-03-20T15:50:55Z
dc.date.available2014-03-20T15:50:55Z
dc.date.createdDecember 2011
dc.date.issued2011-12
dc.date.updated2014-03-20T15:51:00Z
dc.description.abstractTeacher 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.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/586
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectVideo editing
dc.subjectPreservice teacher reflection
dc.subjectTeacher preparation
dc.subject.lcshStudent teachers--Training of--Audio-visual aids
dc.subject.lcshDigital video--Editing
dc.titleUSING THE PROCESS OF VIDEO EDITING TO SUPPORT PRESERVICE TEACHERS' VIDEO-BASED REFLECTIVE PRACTICE
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineInstructional Technology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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