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Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event

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Author(s)
Calandra, Brendan
Brantley-Dias, Laurie
Yerby, Johnathan
Demir, Kadir

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URI
http://hdl.handle.net/20.500.12424/48819
Online Access
http://editlib.org/p/174365
Abstract
A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical incidents using different forms of media prompts while they wrote. The authors used a counterbalanced research design to compare the quality of writing that participants produced when they had access to either their edited video clip of the incident, audio from the clip only, or their memory of the incident alone while writing. All reflection papers were evaluated using a rubric developed by Ward and McCotter (2004). An analysis of variance among paper scores showed that participants wrote significantly higher quality papers on several indicators when prompted by video than when prompted by audio. There was also a difference in means between their reflections when prompted by videoand when they worked from memory alone.
Date
2018-03
Type
Article
Identifier
oai:editlib.org:p/174365
http://editlib.org/p/174365
Copyright/License
Copyright (c) AACE. All rights reserved.
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Contemporary Issues in Technology and Teacher Education

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