Using Videotaping and Reflective Journal Writing to Improve Student-Teachers & Performance in Classroom

The study was designed to investigate how the use of reflective journal writing and videotaping could help develop reflection among student teachers, particularly related to teacher’s personality, teaching procedures, management of the class, use of teaching aids, and command of English. Four student teachers were videotaped in classroom and interviewed several times to examine how they enhanced their teaching skills and reflection on instruction throughout 10-weeks student teaching and how videotaping assisted this practice.Multiple data collection instruments were used to illuminate the research questions. The data collection sources consisted of lesson plans, supervisor observation, peer observation, class videotaping, open-ended interviews, and reflection papers. All participants believed they had achieved growth in teaching. The reflective journal writing, videotaping, and discussion process helped them enhance the practical knowledge of teaching, confidence, and reflection.