Collegial Video-Based Reflection on Teaching in Teacher Education - Reflection Processes and Levels of Reflection Quality

The ability and willingness to reflect on one's own teaching is seen as an important characteristic of teachers’ professional competence [1]. In the contemporary discourse about teacher professionalization in Germany, great importance is attached to the training of reflective competence [2]. In order to bring up further perspectives on the event to be reflected, collaborative reflection seems to be a promising way [3] and further, video-based reflection formats can help student teachers to diversify their perspectives on teaching [4]. Results from a video-based collaborative reflection intervention show that reflection-related attitudes of student teachers can be improved by video-based collaborative reflection settings, especially when reflecting on their own videos [5]. However, the quality of collegial video-based reflection process has rarely been studied. This research gap is addressed in the present paper, which deals with the quality of reflection processes in the context of a collegial video-based reflection on teaching of pre-service teachers in a special format called Reflecting Teams. Results show that reflection and feedback quality are quite elaborated, as students are already capable of in-depth engagement with the teaching video [6, 7], students seem to benefit from both, taking and giving feedback [8]. However, students have to become familiar with the structure of Reflecting Teams.