Back and Forth Exploration in Reflective Educational Practices by Using the Video Tool “CAVScene”
Abstract: This presentation is to verify the effects of the new function “Back-Forth Tracing” (Gyobu et al., 2014) of CAVScene for educational practitioners’ reflection and researchers’ observation in accordance with the Schön’s theory of reflection-in-action (1983) and Bruner’s theory of acts of meaning (1990). We had observed educational activities in a Japanese preschool once a week for a year using CAVScene. After the observation within the same day, the practitioner and the researcher engaged in a reflective conversation. In the conversation using CAVScene, we found the difference of time scale and meaning of an event between the practitioner and the researcher. While the researcher treated the event as shot-range and a self-contained, the practitioner put it in a longer context, remembering previous or following scenes and threading them. The meaning of an event was renegotiated by exposing the unknown and going beyond expectation and expanding the time scale.
Presider: Jodie Hemerda, Bridgepoint Education