‘Lights, camera, reflection’: using peer video to promote reflective dialogue among student teachers

This paper examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers. Ten pre‐service teachers participating in a teacher education programme in a university in the Republic of Ireland and ten pre‐service teachers participating in a teacher education programme in a university in the North of Ireland participated in the study. Locating the discussion within the theoretical literature on reflective practice, the study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.