Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education1

In the name of education, training, or therapy, thousands of people have "confronted" themselves. A cursory look at the recent literature reveals the use of video playback with many populations: alcoholics (Carrere, 1954, 1955, 1958; Mufoz, 1972; Paredes & Comelison, 1968); basketball players (Cooper, 1970); boys on probation (Kidorf, 1963); brainstormers (Dillon et al., 1971); criminals (Berer, Grunberger, & Sluga, 1971); families (Alger & Hogan, 1967; Kaswan & Love, 1969; Paul, 1966; Perlmutter et al., 1967; Satir, 1964); psychiatrists (Berger, 1970); and salesmen (Brophy, 1971). Of course, football players see slow motion video replays and singers have long used mirrors. Students and teachers at every level and in almost every discipline have seen video tapes of themselves: in agriculture (Hedges, 1970); counseling (Cerra, 1969; Ivey, Normington, Miller, Morrill, & Haase, 1968; Poling, 1965; Yenawine & Arbuckle, 1971); drama (Weber, 1967); engineering (Perlberg, 1970); language (Calabro, 1969; Dugas, 1967; Eder, 1971); interpersonal communication (Solomon, Perry, & Devine, 1970); karate (Burkhard, Patterson, & Rapue, 1967); mathematics (Gall et al., 1971); religion (Hemrick, 1971); science (D. Butts, personal communication, 1972); and vocational-technical education (Perlberg et al., 1968; Cotrell & Doty, 1971a). Preservice teachers are probably most often recipients of these services. More often than other groups they are required or expected to participate when video taping is offered. It is impossible to estimate how many teacher education institutions require or suggest video playback, but many possess video equipment. In fact, the preservice program which lacks such equipment is simply not au courant. Despite its wide application, the conceptual base for the use of self-confrontation in teacher education is rarely explicit. In psychotherapy, self-confrontation has been related to the theories of Sullivan and of Mead (Stoller, 1968b), to self-theory (Gergen, 1969) and to attribution and reinforcement models (Ronchi & Ripple, 1972).

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