Preservice Teachers' Video-Based Reflection Supported by the Teacher Dashboard: An Epistemic Network Analysis

Abstract

To evaluate how video-based reflection supported by the teacher dashboard influence teachers' abilities to reflect, 48 pre-service teachers from the same university in Eastern China were recruited to participating the comparative quasi-experiment to view the same classrooms video and make some discussion how to make the instructional design better in QQ. Twenty-four pre-service teachers were assigned in group in the experimental condition adopting video-based reflection with the teacher dashboard. Twenty-four pre-service teachers were the control condition adopting video-based reflection only. After analyze the teachers' collaborative discourse in conjunction with descriptive analysis alongside ENA, the results showed that video-based reflection supported by the teacher dashboard can improve the quality of reflection discussion and engage in deep and critical reflection to generate reason-based decisions with more teaching improvement.