Developing a Video Analysis Tool to Improve Preservice teachers' Reflective Practice

Despite widespread agreement on the benefits of reflective practices for teachers’ professional growth and development, preservice teachers are more likely to produce surface-level analysis, demonstrating limited depth of reflection. Their capacity to critically reflect is often impacted by a lack of clear understanding of what reflection entails and how to engage in it effectively. This pilot research aims to address this challenge by utilising video recordings of preservice teacher’s practice, as data, to scaffold their reflective practices. Building on RMITs existing partnership with mentor teachers at Montmorency South Primary school, expected outcomes include the development of a video reflection tool to assist preservice teachers in critically analysing their own teaching practices, identify pedagogical strategies, and areas for improvement. This tool should provide significant benefits, enabling the growth of reflective practices in preservice
teachers, which is of critical importance to the quality of future teacher educators.