Affordances of Digital Video Editing among Prospective English and Science Teachers

Abstract Purpose To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs). Methodology/approach PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson. Findings PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner. Practical implications Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

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