Using Video Enhanced Reflective Practice to Support the Development of Student Teachers^ Explaining Skills I Ketut Semarayasa, Ni Luh Putu Spyanawati, Ni Putu Era Marsakawati
Universitas Pendidikan Ganesha
Abstract
Context: Videos have been believed as a rewarding tool to facilitate student teachers to reflect on their teaching practice, including explaining skills. However, little scholarly attention has been given to exploring the student teachers^ experiences in using video to self-reflect their performance.
Aims:
This study aims to describe the student teachers experience in using video to self-reflect their explaining skills.
Settings and Design:
The study was conducted in a micro-teaching practicum of a sport physical education, health, and recreation department in one of the state universities in Bali. The design used was a qualitative case study.
Methods and Material:
The data were collected by gathering the experiences of 4 student teachers Data included focus groups and interviews. The analysis was undertaken by using principles of thematic analysis.
Statistical analysis used:
This study has no statistical analysis.
Results:
The results show that the student teachers had a positive attitude on the use of video to self-reflect their explaining skills.
Conclusions:
The study concludes that even though the student teachers encountered a challenge in implementing video to self-record their practice teaching, they still consider that self-reflection video activity could help them enhance their practice teaching, especially explaining skills.
Keywords: Video, reflective practice, explanation skills, teaching practice
