Pre-service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience

This paper presents the results of a pilot study in which 11 triads comprising pre-service teacher, supervising teacher and university supervisor used video platform for self-reflection provision feedback. Pre-service teachers made recordings one lesson each week during four-week professional experience placement. They annotated videos using time-stamped comments shared them with their supervisors who added to provide The annotations were investigated through questionnaires interviews that analysed depth reflection participants’ views about process. Results indicate process only marginally supported targeted feedback reflection. Factors contributed these outcomes are discussed.