Content area
The problem addressed in this qualitative case study was the need for more detailed information about how video reflection is a tool for building pedagogical skills and a connection between theory and practice. This leads to the underuse and misuse of video reflection and early childhood preservice teachers entering the classroom underprepared. The purpose of this study was to understand how video reflection can be used to build pedagogical skills in pre-service early childhood education teachers and assist them in linking theory to practice, thereby increasing their preparedness for professional teaching. The theoretical framework that guided this study is based on the concept of constructivism brought forth by Lev Vygotsky and Jean Piaget. The study also included a component of reflection theory, popularized by John Dewey and Donald Schon. Sixteen participants were asked to engage in the art of teaching and then reflect on their experiences. Participants provided two video recordings of themselves teaching and two written reflections and participated in two interviews. All data were analyzed using the CLASS framework, and NVivo supported the analysis. Data analysis revealed that early childhood preservice teachers developed an understanding of how to build relationships with students, manage students' behavior, facilitate learning, and present lessons. Preservice teachers believed that video reflection was a valuable tool for improvement and helped them gain an appreciation for self-assessment. The findings of this study are helpful to teacher educators as they can use it to guide how and when they use video reflection in their courses. Appreciation for self-assessment could lead to teachers using video reflection as a form of professional development beyond their training years. Future research should include training or instruction on how to be reflective, ensure that a mentor is working with the participants, and have videos done with students present.