[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593992-105":59,"doc-detail-593992-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pre-service-teacher-reflection-and-feedback-using-an-online-video-platform-during-professional-experience-article-5","Pre-Service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience - Article 5","","Paper reports findings from a pilot study in which 11 triads—pre-service teachers, supervising teachers, and a university supervisor—used an online video platform for self-reflection and feedback during professional experience. Participants recorded one lesson each week over four weeks, then annotated videos with time-stamped comments. Supervisors responded to reflections and added further comments; questionnaires and interviews were analysed for reflection depth and perceptions. Results show the approach only marginally supported targeted feedback and reflection, and contributing factors are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-teacher-reflection-and-feedback-using-an-online-video-platform-during-professional-experience-article-5/593992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-teacher-reflection-and-feedback-using-an-online-video-platform-during-professional-experience-article-5/593992.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the online video platform used in the pilot study?","Question",{"text":112,"@type":113},"Pre-service teachers recorded one lesson per week during a four-week placement, annotated the videos with time-stamped comments, and shared them with supervisors. Supervisors added comments in response to provide feedback.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methods were used to evaluate reflection and feedback quality?",{"text":117,"@type":113},"Questionnaires and interviews were analysed to assess the depth of reflection and participants’ views about the video reflection process.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about the effectiveness of the video approach?",{"text":121,"@type":113},"The video process only marginally supported targeted feedback and pre-service teacher reflection. Factors contributing to these outcomes are discussed in the paper.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593992,1792209537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 2 | Article 5 |\n| --- | --- |\n| 2021\u003Cbr>Pre-Service Teacher Reflection and Feedback using Video Platform during Professional Experience\u003Cbr>Michael Cavanagh Macquarie University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons | an Online |\n\nRecommended Citation  \nCavanagh, M. (2021) . Pre-Service Teacher Reflection and Feedback using an Online Video Platform during Professional Experience. Australian Journal of Teacher Education, 46(2) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n2.5](http://dx.doi.org/10.14221/ajte.2021v46n2.5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss2/5](https://ro.ecu.edu.au/ajte/vol46/iss2/5)  \nPre-service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience  \nMichael Cavanagh  \nMacquarie University  \nAbstract: This paper presents the results ofa pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision offeedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were  \ninvestigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that the video process only marginally supported the provision of targeted feedback and  \npre-service teacher reflection. Factors which contributed to these  \noutcomes are discussed.  \nIntroduction  \nInitial teacher education programs are focused on providing pre-service teachers with authentic professional experiences that help them to integrate theory and practice (Zeichner, 2010) . Studies of pre-service teachers during professional experience provide an opportunity to investigate how their reflective practice can be supported (Stenberg, Rajala, & Hilppo, 2016). This paper presents the results of a pilot study in which pre-service teachers used their mobile phones to make video recordings of their lessons during professional experience. They annotated the videos using time-stamped comments and shared them with their supervisors who provided feedback by responding to the pre-service teachers’ reflections and adding further comments of their own. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process.  \nReflection in Teacher Education  \nReflection is an important aspect of teacher professional development and analysis of practice. According to Schön (1983), ‘reflection-in-action’ occurs as teachers respond to events as they arise during a lesson. It is an unconscious reaction to an event based on prior experience which is triggered by an unexpected event that provokes the practitioner to examine its causes.‘Reflection-on-action’ occurs after the lesson and enables the practitioner to review and interpret events. It is retrospective and supports a process of reviewing and interpreting the event so that one can develop a plan for future action. Learning to reflect on practice is regarded as an important element in teacher education programs (Alger, 2006) .  \nSantagata and Guarino (2011) identify three fundamental skills for pre-service teachers to reflect on and learn from teaching. These are the ability to notice important elements of instruction, the capacity to consider these elements in an integrated way, and the ","cbCaioyeTbQlE34Q","https://ap.wps.com/l/cbCaioyeTbQlE34Q","pdf",233188,15,"English","# Introduction\n# Reflection in Teacher Education\n# Using Video for Reflection and the Provision of Feedback","[{\"question\":\"How was the online video platform used in the pilot study?\",\"answer\":\"Pre-service teachers recorded one lesson per week during a four-week placement, annotated the videos with time-stamped comments, and shared them with supervisors. Supervisors added comments in response to provide feedback.\"},{\"question\":\"What methods were used to evaluate reflection and feedback quality?\",\"answer\":\"Questionnaires and interviews were analysed to assess the depth of reflection and participants’ views about the video reflection process.\"},{\"question\":\"What were the main findings about the effectiveness of the video approach?\",\"answer\":\"The video process only marginally supported targeted feedback and pre-service teacher reflection. Factors contributing to these outcomes are discussed in the paper.\"}]","Pre-Service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience - Article 5 | PDF",1792078330,38]