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Using innovative video technologies to promote pre-service science teachers’ responsiveness
Reflection
“As a pre-service teacher, analysing the videos recording experienced in-service teachers in such a detailed manner with insight inspired by Dr Kennedy Chan benefited me a lot in my own formulation of learning and teaching strategies. I realised that different pedagogical approaches should be applied in different classroom contexts.” Ka Yeung
“Analysing and identifying the note-worthy moments of the teaching videos allow me to learn different ways of teaching from experienced teachers. This experience also allowed me to “see” from their perspectives and sharpened my video editing skills.” Angela
“I needed to read more journals about the latest pedagogy of pre-service teacher education including how to set up rehearsals, video technology and video-mediated reflection. ... When I see the pre-service teachers’ real practice, I started to rethink my own teaching practice. I realised that I have been too evaluative on my student learning …. The concept of formative assessment needs to be applied consistently for changes to happen or else a review of teaching is needed. … I also experienced the process of how to write a research paper, including how to frame a research paper, identify research gap, formulate methodology, and analyse data to draw implications. It was unforgettable when Dr Chan led us to develop a coding scheme to analyse the data to discover patterns from the descriptive data.” Steven
“After the project, I have developed a deeper awareness of viewing teaching and learning from a more student-centered perspective. Being a coach requires a deep understanding of the theory so that precise and meaningful feedbacks can be given to the student teachers. I have developed a deeper understanding of the theory to serve as a coach in the project. This helps me a lot in my professional development. … I have also learned how to find meaningful research questions and contribute to the research world in a productive way. All these experiences allow me to know the reality of the research world and get prepared in joining the research community.” Roy
“Before the workshops, I did not have much idea about how to elicit, interpret, and use student thinking as contributions to the lesson. … During the rehearsals, I tried to use these learned ideas to teach, and I found that this method of instruction helps students to learn better and provides a better environment for teaching and learning.” (Final Survey No. 9)
“Before joining the workshops, I could elicit student thinking using very narrow guiding questions. Such methods elicit the teacher’s thinking rather than that of the students. Therefore, rarely did I interpret and use student thinking. However, after joining this workshop, one big change I have made is to ask broader guiding questions when eliciting their thinking and to further elicit student thinking based on their previous responses, while interpreting their responses by simply rephrasing them.” (Final Survey No. 6)
“Before joining the workshop, I was less able and confident to use students’ thoughts to continue my lesson since I was not quite sure when would be a good time to open up discussion for the students. After joining the workshop, I’ve learned more ways to elicit students’ thinking and to use their ideas to continue the discussion during the lessons, like using the talk moves.” (Final Survey No. 8)
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