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Inquiry into the affordances of a reflective focus on embodied practice in an undergraduate teacher education program investigated the use of digital recordings of pre-service teachers learning and practising ‘core practices’ of teaching over time. Using a case study from this inquiry, we argue that reflection on and repeated observation of digital video recordings of practice teaching can support preservice teachers to focus on and improve particular aspects of their practice. We suggest that within a practice-theoretical approach to teacher education, such recordings can effectively support continuing growth towards attainment of teaching competence and expertise, beyond the limitations of generic professional standards, and provide a basis for defensible judgments of teaching proficiency. As real-time complex representations, video recordings ensure that the non-linguistic and relational and affective dimensions of teaching can be evidenced and highlighted for reflection, thus optimising the impact on preservice teachers’ professional learning.

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Journal Article

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