Research Article
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The Use of Vlogs and Collaborative Reflection in Teacher Education

Year 2024, Volume: 11 Issue: 1, 227 - 242, 30.04.2024
https://doi.org/10.30900/kafkasegt.1318084

Abstract

The primary purpose of this paper is to explore the nature of student teachers’ reflections initiated and supported by certain reflection prompts such as SAT (Self-Assessment Tool) and vlogs shared on a Google classroom. Within the context of practicum, ten teacher candidates were randomly recruited for the study. Quantitative data were analyzed through SPSS with the purpose of generating a summary of descriptive statistics. Qualitative data were employed in depth-analysis for the interpretation of emerged patterns and themes. In order to understand how collaborative reflections emerged and developed between the student teachers, discussion transcripts were analyzed and coded with discourse analysis. The results indicated that regular and collaborative reflections had important contributions to the participants’ teaching practice. Through finding the opportunities of having real classroom teaching experiences, sharing these practices, and getting new perspectives, student teachers have become more cognizant of their beliefs, teaching behaviors, and their teaching settings. On the way of being strong decision-makers of their future teaching, it can be highlighted that through the reflective practices enhanced with peer collaboration, teacher candidates have become more willing in reflecting and sharing their experiences and professional knowledge and more determined in practicing theory to deal with the problems in their classrooms.

References

  • Anselmann, V. (2023). How to Promote Preservice Teachers' Reflections through Critical Incident Training. In Frontiers in Education, 8:1212158. doi: 10.3389/feduc.2023.1212158
  • Arslan, F. Y. (2019). Reflection in pre-service teacher education: Exploring the nature of four EFL pre-service teachers’ reflections. Reflective Practice, 20(1), 111–124.
  • Attard, K. (2012). Public reflection within learning communities: an incessant type of professional development. European Journal of Teacher Education, 35:2, 199-211.
  • Beauchamp, C. (2015) Reflection in teacher education: issues emerging from a review of current literature, Reflective Practice, 16:1, 123-141, DOI:10.1080/14623943.2014.982525
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 2019, 1-25.
  • Botturi, L. (2019). Digital and media literacy in pre-service teacher education. Nordic Journal of Digital Literacy, 14(03-04), 147-163.
  • Boud, D., Keogh, R., &Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R.Keogh,&D.Walker, Reflection: Turning experience into learning (pp. 18–40). London: Kogan Page.
  • Brott P. E. (2020). Vlogging and reflexive applications. Open Learning: The Journal of Open, Distance and E-Learning, 1–13. https://doi.org/10.1080/02680513.2020.1869536
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Clarà, M., Mauri,T., Colomina, R., Onrubia,J. (2019). Supporting collaborative reflection in teacher education: a case study, European Journal of Teacher Education, 42:2, 175-191, DOI: 10.1080/02619768.2019.1576626
  • Cho, J. Y., M. H. Cho and Kozinets, N. (2016). “Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio.” International Journal of Technology and Design Education 26 (4): 567–586. doi:https://doi.org/10.1007/s10798-015-9322-3.
  • Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced Mixed Methods Research Designs. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 209-240). Thousand Oaks, CA: Sage.
  • Darling-Hammond, L. & Bransford, J. (Eds) (2005). Preparing Teachers for a Changing World: what teachers should learn and be able to do (San Francisco, Jossey-Bass).
  • DeLuca, C., Willis, J., Dorji, K., & Sherman, A. (2022). Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Autralian, Bhutanese, and Canadian teacher education programs. Power and Education, 1-8
  • Dewey, J. (1933). How we think. New York: Heath & Co.
  • Dutta, S., He, M., Tsang, D. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3):35:46.
  • Entwistle, N., & Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions-of-teaching. Instructional Science, 28(5), 335-361.
  • Backman, E., Quennerstedt, M., Björn Tolgfors, B. & Nyberg, G. (2023): Peer assessment in physical education teacher education – a complex process making social and physical capital visible, Curriculum Studies in Health and Physical Education, doi:https://doi.org 10.1080/25742981.2023.2256327
  • Falter, M.M. and Barnes, M.E. (2020) The Importance of the “Comfort Zone” in Preservice Teachers’ Evaluation of Video Analysis Sessions as a Tool for Enhanced Reflection, Teacher Education Quarterly.47(2), 64-85
  • Farahian, M., Rajabi, Y. (2022).An Investigation into the Level of Reflection and Barriers to EFL Teachers' Reflective Practice. International journal of Research in English Education, 7 (2)
  • Farrell, T. S. C. (2007). Reflective language teaching: Practical applications for TESOL teachers. London: Bloomsbury Academic.
  • Farrell, S.C. (2013). Reflecting on ESL teacher expertise: A case study. System 41(2013)1070-1082
  • Farrell, T. S. C. (2015). Promoting teacher reflection in second language education. A framework for TESOL professionals. London and New York: Routledge.
  • Farrell, T. S. C. (2018). Research on reflective practice in TESOL. New York, NY: Routledge.
  • Farrell, T. S. C. (2019). Reflective practice in ELT. London: Equinox.
  • Fidan, M., & Debbag, M. (2018). The usage of video blog (vlog) in the “school experience” course: The opinions of the pre-service teachers. Journal of Education and Future, 13, 161–177. https://dergipark.org.tr/tr/download/article-file/420174
  • Fulton, K., Glenn, A., & Valdez, G. (2003). Three preservice programs preparing tomorrow’s teachers to use technology: A study in partnerships. Retrieved June 29, 2004 from http://www.ncrel.org/tech/preservice/.
  • Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. doi: 10.1177/0022487119883545.
  • Gröschner, A., Schindler, A-K., Hozberger, D., Alles, M. & Seidel, T. (2018). How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research, 90, 223-233. doi:10.1016/j.ijer.2018.02.003.
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. The Turkish Online Journal of Educational Technology, 7(1), 32-37.
  • Harford, J., and MacRuairc.,G. (2008). “Engaging Student Teachers in Meaningful Reflective Practice.”Teaching and Teacher Education 24: 1884–1892. doi:10.1016/j.tate.2008.02.010.
  • Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: John Wiley and Sons. Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching & Teacher Education, 11, 33-49. doi:10.1016/0742- 051X(94)00012-U
  • Iqbal, M. Z. (2017). Reflection-in-action: A stimulus reflective practice for professional development of student teachers. Bulletin of Education and Research, 39(2), 65-82.
  • Jarvis, J., C. Dickerson, K. Thomas, and S. Graham. (2014). “The Action-Reflection-Modeling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project.” Australian Journal of Teacher Education 39 (3): 89–118. doi:10.14221/Ajte.2014v39n3.2.
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: a review of the literature. Journal of Research on Computing in Education, 38(4), 383–408.
  • Killeavy, M., & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26, 1070–1076. doi:10.1016/j. tate.2009.11.002
  • Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies, Reflective Practice, 9:2, 111-121, DOI: 10.1080/14623940802005384
  • Körkkö, M. (2021). Towards Meaningful Reflection and a Holistic Approach: Creating a Reflection Framework in Teacher Education. Scandinavian Journal of Educational Research, 65(2), 258-275. doi:10.1080/00313831.2019.1676306.
  • LaBoskey, V.K. (2004). The methodology of self-study and its theoretical underpinnings. In J.J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–870). Dordrecht, The Netherlands: Kluwer.
  • Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.
  • McKnight, D. (2002). Field experience handbook: A guide for the teacher intern and mentor teacher. College Park: University of Maryland.
  • Menekse, M., Anwar, S. and Akdemir, Z.( 2020). “How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?” The Journal of Experimental Education. doi:https://doi.org/10.1080/00220973.2020.1786346.
  • Mitchell, C., & Sackney, L. (2009). Sustainable improvement: Building learning communities that endure. Rotterdam: Sense.
  • Näykki, P., Laitinen-Väänänen, S., & Burns, E. (2022). Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum. Frontiers in Education, 7, Article 846567. https://doi.org/10.3389/feduc.2022.846567
  • Newell, S. T. (1996). Practical inquiry: Collaboration and reflection in teacher education reform. Teaching and Teacher Education, 12(6).
  • Ong, W. A., Swanto, S., & Alsaqqaf, A. (2020). Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers. Indonesian Journal of Applied Linguistics, 9, 716-724. doi: 10.17509/ijal.v9i3.23222
  • Orakci, S. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 118-149. https://doi.org/10.51383/ijonmes.2021.88
  • Parkes, K.A., & Kajder, S. (2010). Eliciting and assessing reflective practice: A case study in web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218-228.
  • Richter, E., Hußner, I., Huang, Y., Richter, D., & Lazarides, R. (2022). Video-based reflection in teacher education: comparing virtual reality and real classroom videos. Computers & Education, 190, 104601.
  • Reagan, T. G., Case, C. W., & Brubacher, J. W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools (2nd ed.). Thousand Oaks, CA: Corwin.
  • Rodrigues, A. L. (2020). Digital technologies integration in teacher education: the active teacher training model. Journal of E-Learning and Knowledge Society, 16(3), 24-33. https://doi.org/10.20368/1971-8829/1135273
  • Rogers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Russell, T. (1988). From pre-service teacher education to first year of teaching: A study of theory and practice. In J. Calderhead (editor), Teachers 'professional learning (pp 13-34). London: Falmer Press.
  • Schon, D.A., (1983). The reflective practitioner: How professionals think in action. Basic Books Inc., New York. Shandomo, H. M. (2010). The role of critical reflection in teacher education. School-University Partnerships, 4(1), 101-113 (EJ915885). ERIC
  • Shoffner, M. (2008). Informal reflection in pre-service teacher education, Reflective Practice, 9(2), 123–134. Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning, International Journal for the Scholarship of Teaching and Learning, 13(2), 15.
  • Sternberg, R.J., Horvath, J.A., (1995). A prototype view of expert teaching. Educ. Res. 24 (6), 9e17.
  • Sturkie, L. M. (2017). The impact of a reflective practice series on the awareness level of six teacher candidates at a public university in the Southeast. Doctoral dissertation, Francis Marion University.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.
  • Trevethan, H., and S. Sandretto. (2017). “Repositioning Mentoring as Educative: Examining Missed Opportunities for Professional Learning”. Teaching and Teacher Education 68: 127–133. doi:10. 1016/j.tate.2017.08.012.
  • Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678–704. https://doi.org/10.1111/j.1467-8535.2011.01234.x
  • Van Beveren, L., Roets, G., Buysse, A., and Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educ. Res. Rev. 24, 1–9. doi: 10.1016/j.edurev.2018.01.002
  • Widodo, H. P., & Ferdiansyah, S. (2018). Engaging student teachers in video-mediated self-reflection in teaching practica. In K. J. Kennedy & J. C-K. Lee (Eds), The Routledge Handbook of Schools and Schooling in Asia (pp. 922–934). London: Routledge.
  • Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice: International and Multidisciplinary Perspectives, 12, 281–291.
  • Williams, A. T., and Svensson, M. (2020). Student Teachers’ Collaborative Learning of Science in Small-Group Discussions. Scandinavian J. Educ. Res. 65, 914–927. doi: 10.1080/00313831.2020.1788141
  • Yüksel, İ., & Başaran, B. (2020). Reflective peer feedback in the practicum: Qualitative and quantitative practices. Turkish Online Journal of Qualitative Inquiry, 11(1), 85-109. https://doi.org/10.17569/tojqi.627310
Year 2024, Volume: 11 Issue: 1, 227 - 242, 30.04.2024
https://doi.org/10.30900/kafkasegt.1318084

Abstract

References

  • Anselmann, V. (2023). How to Promote Preservice Teachers' Reflections through Critical Incident Training. In Frontiers in Education, 8:1212158. doi: 10.3389/feduc.2023.1212158
  • Arslan, F. Y. (2019). Reflection in pre-service teacher education: Exploring the nature of four EFL pre-service teachers’ reflections. Reflective Practice, 20(1), 111–124.
  • Attard, K. (2012). Public reflection within learning communities: an incessant type of professional development. European Journal of Teacher Education, 35:2, 199-211.
  • Beauchamp, C. (2015) Reflection in teacher education: issues emerging from a review of current literature, Reflective Practice, 16:1, 123-141, DOI:10.1080/14623943.2014.982525
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 2019, 1-25.
  • Botturi, L. (2019). Digital and media literacy in pre-service teacher education. Nordic Journal of Digital Literacy, 14(03-04), 147-163.
  • Boud, D., Keogh, R., &Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R.Keogh,&D.Walker, Reflection: Turning experience into learning (pp. 18–40). London: Kogan Page.
  • Brott P. E. (2020). Vlogging and reflexive applications. Open Learning: The Journal of Open, Distance and E-Learning, 1–13. https://doi.org/10.1080/02680513.2020.1869536
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Clarà, M., Mauri,T., Colomina, R., Onrubia,J. (2019). Supporting collaborative reflection in teacher education: a case study, European Journal of Teacher Education, 42:2, 175-191, DOI: 10.1080/02619768.2019.1576626
  • Cho, J. Y., M. H. Cho and Kozinets, N. (2016). “Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio.” International Journal of Technology and Design Education 26 (4): 567–586. doi:https://doi.org/10.1007/s10798-015-9322-3.
  • Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced Mixed Methods Research Designs. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 209-240). Thousand Oaks, CA: Sage.
  • Darling-Hammond, L. & Bransford, J. (Eds) (2005). Preparing Teachers for a Changing World: what teachers should learn and be able to do (San Francisco, Jossey-Bass).
  • DeLuca, C., Willis, J., Dorji, K., & Sherman, A. (2022). Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Autralian, Bhutanese, and Canadian teacher education programs. Power and Education, 1-8
  • Dewey, J. (1933). How we think. New York: Heath & Co.
  • Dutta, S., He, M., Tsang, D. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3):35:46.
  • Entwistle, N., & Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions-of-teaching. Instructional Science, 28(5), 335-361.
  • Backman, E., Quennerstedt, M., Björn Tolgfors, B. & Nyberg, G. (2023): Peer assessment in physical education teacher education – a complex process making social and physical capital visible, Curriculum Studies in Health and Physical Education, doi:https://doi.org 10.1080/25742981.2023.2256327
  • Falter, M.M. and Barnes, M.E. (2020) The Importance of the “Comfort Zone” in Preservice Teachers’ Evaluation of Video Analysis Sessions as a Tool for Enhanced Reflection, Teacher Education Quarterly.47(2), 64-85
  • Farahian, M., Rajabi, Y. (2022).An Investigation into the Level of Reflection and Barriers to EFL Teachers' Reflective Practice. International journal of Research in English Education, 7 (2)
  • Farrell, T. S. C. (2007). Reflective language teaching: Practical applications for TESOL teachers. London: Bloomsbury Academic.
  • Farrell, S.C. (2013). Reflecting on ESL teacher expertise: A case study. System 41(2013)1070-1082
  • Farrell, T. S. C. (2015). Promoting teacher reflection in second language education. A framework for TESOL professionals. London and New York: Routledge.
  • Farrell, T. S. C. (2018). Research on reflective practice in TESOL. New York, NY: Routledge.
  • Farrell, T. S. C. (2019). Reflective practice in ELT. London: Equinox.
  • Fidan, M., & Debbag, M. (2018). The usage of video blog (vlog) in the “school experience” course: The opinions of the pre-service teachers. Journal of Education and Future, 13, 161–177. https://dergipark.org.tr/tr/download/article-file/420174
  • Fulton, K., Glenn, A., & Valdez, G. (2003). Three preservice programs preparing tomorrow’s teachers to use technology: A study in partnerships. Retrieved June 29, 2004 from http://www.ncrel.org/tech/preservice/.
  • Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. doi: 10.1177/0022487119883545.
  • Gröschner, A., Schindler, A-K., Hozberger, D., Alles, M. & Seidel, T. (2018). How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research, 90, 223-233. doi:10.1016/j.ijer.2018.02.003.
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. The Turkish Online Journal of Educational Technology, 7(1), 32-37.
  • Harford, J., and MacRuairc.,G. (2008). “Engaging Student Teachers in Meaningful Reflective Practice.”Teaching and Teacher Education 24: 1884–1892. doi:10.1016/j.tate.2008.02.010.
  • Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: John Wiley and Sons. Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching & Teacher Education, 11, 33-49. doi:10.1016/0742- 051X(94)00012-U
  • Iqbal, M. Z. (2017). Reflection-in-action: A stimulus reflective practice for professional development of student teachers. Bulletin of Education and Research, 39(2), 65-82.
  • Jarvis, J., C. Dickerson, K. Thomas, and S. Graham. (2014). “The Action-Reflection-Modeling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project.” Australian Journal of Teacher Education 39 (3): 89–118. doi:10.14221/Ajte.2014v39n3.2.
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: a review of the literature. Journal of Research on Computing in Education, 38(4), 383–408.
  • Killeavy, M., & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26, 1070–1076. doi:10.1016/j. tate.2009.11.002
  • Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies, Reflective Practice, 9:2, 111-121, DOI: 10.1080/14623940802005384
  • Körkkö, M. (2021). Towards Meaningful Reflection and a Holistic Approach: Creating a Reflection Framework in Teacher Education. Scandinavian Journal of Educational Research, 65(2), 258-275. doi:10.1080/00313831.2019.1676306.
  • LaBoskey, V.K. (2004). The methodology of self-study and its theoretical underpinnings. In J.J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–870). Dordrecht, The Netherlands: Kluwer.
  • Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.
  • McKnight, D. (2002). Field experience handbook: A guide for the teacher intern and mentor teacher. College Park: University of Maryland.
  • Menekse, M., Anwar, S. and Akdemir, Z.( 2020). “How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?” The Journal of Experimental Education. doi:https://doi.org/10.1080/00220973.2020.1786346.
  • Mitchell, C., & Sackney, L. (2009). Sustainable improvement: Building learning communities that endure. Rotterdam: Sense.
  • Näykki, P., Laitinen-Väänänen, S., & Burns, E. (2022). Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum. Frontiers in Education, 7, Article 846567. https://doi.org/10.3389/feduc.2022.846567
  • Newell, S. T. (1996). Practical inquiry: Collaboration and reflection in teacher education reform. Teaching and Teacher Education, 12(6).
  • Ong, W. A., Swanto, S., & Alsaqqaf, A. (2020). Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers. Indonesian Journal of Applied Linguistics, 9, 716-724. doi: 10.17509/ijal.v9i3.23222
  • Orakci, S. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 118-149. https://doi.org/10.51383/ijonmes.2021.88
  • Parkes, K.A., & Kajder, S. (2010). Eliciting and assessing reflective practice: A case study in web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218-228.
  • Richter, E., Hußner, I., Huang, Y., Richter, D., & Lazarides, R. (2022). Video-based reflection in teacher education: comparing virtual reality and real classroom videos. Computers & Education, 190, 104601.
  • Reagan, T. G., Case, C. W., & Brubacher, J. W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools (2nd ed.). Thousand Oaks, CA: Corwin.
  • Rodrigues, A. L. (2020). Digital technologies integration in teacher education: the active teacher training model. Journal of E-Learning and Knowledge Society, 16(3), 24-33. https://doi.org/10.20368/1971-8829/1135273
  • Rogers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Russell, T. (1988). From pre-service teacher education to first year of teaching: A study of theory and practice. In J. Calderhead (editor), Teachers 'professional learning (pp 13-34). London: Falmer Press.
  • Schon, D.A., (1983). The reflective practitioner: How professionals think in action. Basic Books Inc., New York. Shandomo, H. M. (2010). The role of critical reflection in teacher education. School-University Partnerships, 4(1), 101-113 (EJ915885). ERIC
  • Shoffner, M. (2008). Informal reflection in pre-service teacher education, Reflective Practice, 9(2), 123–134. Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning, International Journal for the Scholarship of Teaching and Learning, 13(2), 15.
  • Sternberg, R.J., Horvath, J.A., (1995). A prototype view of expert teaching. Educ. Res. 24 (6), 9e17.
  • Sturkie, L. M. (2017). The impact of a reflective practice series on the awareness level of six teacher candidates at a public university in the Southeast. Doctoral dissertation, Francis Marion University.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.
  • Trevethan, H., and S. Sandretto. (2017). “Repositioning Mentoring as Educative: Examining Missed Opportunities for Professional Learning”. Teaching and Teacher Education 68: 127–133. doi:10. 1016/j.tate.2017.08.012.
  • Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678–704. https://doi.org/10.1111/j.1467-8535.2011.01234.x
  • Van Beveren, L., Roets, G., Buysse, A., and Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educ. Res. Rev. 24, 1–9. doi: 10.1016/j.edurev.2018.01.002
  • Widodo, H. P., & Ferdiansyah, S. (2018). Engaging student teachers in video-mediated self-reflection in teaching practica. In K. J. Kennedy & J. C-K. Lee (Eds), The Routledge Handbook of Schools and Schooling in Asia (pp. 922–934). London: Routledge.
  • Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice: International and Multidisciplinary Perspectives, 12, 281–291.
  • Williams, A. T., and Svensson, M. (2020). Student Teachers’ Collaborative Learning of Science in Small-Group Discussions. Scandinavian J. Educ. Res. 65, 914–927. doi: 10.1080/00313831.2020.1788141
  • Yüksel, İ., & Başaran, B. (2020). Reflective peer feedback in the practicum: Qualitative and quantitative practices. Turkish Online Journal of Qualitative Inquiry, 11(1), 85-109. https://doi.org/10.17569/tojqi.627310
There are 65 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Zeynep Yaprak 0000-0002-5548-3447

Early Pub Date April 30, 2024
Publication Date April 30, 2024
Submission Date June 21, 2023
Published in Issue Year 2024 Volume: 11 Issue: 1

Cite

APA Yaprak, Z. (2024). The Use of Vlogs and Collaborative Reflection in Teacher Education. E-Kafkas Journal of Educational Research, 11(1), 227-242. https://doi.org/10.30900/kafkasegt.1318084

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