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This action research examines teacher candidate preferences for written and video journals in helping teacher candidates critically assess the impact of their instructional practices. Findings suggest that providing teacher candidates with choice between written and video journals, in accordance with Universal Design for Learning principles for multiple means of expression, allowed each teacher candidate to discover his/her preferred medium for production of critical reflections. Findings also reveal the dynamics at play in adopting multi-medium approaches to reflective journaling. An organizational model for teacher educators is presented that defines program structure, instructor role, and clinical encounters to support the novice teacher candidate as they move through stages of reflective practice using video (or any other technology).
Frazier et al. (Thu,) studied this question.
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