ARTEFACTS FOR DEVELOPING STUDENT TEACHERS' PROFESSIONAL KNOWLEDGE THROUGH SELF-REFLECTIVE PRACTICE

Self-reflection based on video analysis of one's own teaching performance has proven to be a powerful method for developing student teachers' professional knowledge and several guiding frameworks for self-reflection on video recorded teaching have been proposed. The aim of this study was to investigate how the use of a research based reflective tool in conjunction with annotated video recorded lessons, reflective writing, and tutors' feedback, influenced on the development of student teachers' professional knowledge development. The study included 28 student teachers during their secondary science teaching practice. After their school practicum, the student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that provides both reflection on-action and in-action is essential for a self-reflective process to become effective. Each of the integrated artifacts for reflection constituted an important part of the framework, although there might be other artefacts to consider. Potentials for further development of the framework lies in enabling student teachers to partake in synchronic discussions with peers and tutors about their video recorded lesson.