Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching

It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster their continuous professional development. Teaching videos are therefore used in teacher education programmes to stimulate reflection. The authentic presentation of teaching through videos enables (preservice) teachers to reflect on certain aspects of teaching. To enhance the reflection quality of (preservice) teachers, it is essential that they receive structured support throughout the reflection process. The following article examines the reflection processes of preservice teachers who took part in the FLECTT project (Collegial video-based reflection on teaching in Reflecting Teams) at the University of Duisburg-Essen. During their practical semester, preservice teachers had the opportunity to reflect on videotapes of their own teaching in a collegial reflection setting. As only a few studies have investigated processes of collegial video-based reflection of preservice teachers, the following study addresses this research desideratum and investigates the reflection processes by means of an explorative, qualitative study. The findings suggest that preservice teachers engage intensively with the teaching video. They reflect on their personal experiences and develop new alternative courses of action. However, it seems to be crucial that the participants are familiar with the specific setting in order to be able to participate effectively in the reflection process. In addition, the high level of engagement with the teaching video seems to have an effect on the concentration or fatigue of the preservice teachers.