Exploring video use in student teachers' collaborative reflection: An action research project

In recent years, there have been growing numbers of studies across teacher education journals exploring the promising use of video as a tool for teacher learning. Gelfuso (2016) suggested that video use enables warranted assertability in collaborative reflection, providing an opportunity for evidence-based discussions among reflective practitioners. Studies examining video analysis in teaching practice have highlighted its benefits for helping teachers evaluate their teaching methods (Mann et al., 2019; McCoy & Lynam, 2021; Susoy, 2015; Tripp & Rich, 2012; Weber et al., 2018). Video use allows teachers to revisit their instructional practices, re-engaging with specific moments and incidents for enhanced learning and professional development. This study investigated how Video Enhanced Observation (VEO) facilitates collaborative reflection among student teachers. Two collaborative reflection cycles were examined: Cycle 1 involved reviewing and commenting on video clips of other teachers' lessons, and Cycle 2 focused on reflecting on their own recorded teaching sessions. The findings emphasise the user-friendliness of VEO, enabling student teachers to effectively tag and comment on specific moments, thus shaping discussions. The study reveals promising positive outcomes, indicating that video-based reflective practices hold transformative potential in teacher education. Utilising digital video using VEO may foster professional growth, enhance teaching practices, and positively impact student learning outcomes. The approach promotes collective engagement, constructive dialogue, and ongoing improvements in educational communities. However, technical issues like connectivity problems and app glitches were identified as obstacles. Enhancements are still needed to ensure a seamless reflective process and this will be further explored in an ongoing study. Grateful acknowledgment to VEO for the invaluable platform support, Professor Steve Mann (University of Warwick) for guidance, and the Ministry of Education Malaysia for sponsoring the PhD studies, making this research possible. Muhammad Fitri bin Ahmad is an accomplished educator in Malaysia. He was awarded the A. S. Hornby Scholarship in 2018, leading to his pursuit of an MA in TESOL at the University of Warwick. Currently a PhD candidate at the same university, Fitri is committed to influencing teacher education and is especially passionate about advancing teacher professional development for transformative learning experiences. Video S1: "Exploring Video Use in Student Teachers Collaborative Reflection using VEO: An Action Research Project in Malaysia" Video S2: "Exploring Video Use in Student Teachers Collaborative Reflection using VEO: An Action Research Project in Malaysia" Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.