With increased accessibility to digital video equipment, there has been notable interest in exploring how this might support practice and pedagogy across many education sectors. In recent years video has been found to offer many opportunities to study and support teacher professional development. This paper examines the potential for digital observation within initial teacher education (ITE), specifically as a tool for engaging pre-service teachers in reflective practice during school placement. The study included pre-service primary teachers in the largest teacher education centre in Ireland. A treatment group (n = 15) completed their compulsory written reflections as normal during school placement but were also provided with Swivl digital technology in order to record and reflect on their lessons using video footage. A control group (n = 20) completed their traditional written reflections as normal without the use of the digital technology. Upon the completion of school placement, in-depth qualitative interviews with both treatment and control groups (N = 35) examined experiences in using digital technologies in the classroom, and the critical reflection of their lessons during school placement. The analysis provides strong evidence that the digital video footage was highly supportive in pre-service teachers’ weekly self-reflection and in developing their self-reflective practice. They reflected on embodied and non-embodied aspects of their teaching, in the process revising their habitus as a teacher. The richness of the data provides new evidence on the potential for video technology to support teacher professional development internationally.

随着越来越多地使用数字视频设备，人们对探索如何在许多教育部门中支持实践和教学法产生了浓厚的兴趣。近年来，发现视频为学习和支持教师专业发展提供了许多机会。本文研究了在初始教师教育（ITE）中进行数字观察的潜力，特别是作为一种工具，使职前教师在学校安置期间参与反思性实践。该研究包括爱尔兰最大的教师教育中心的职前小学教师。A处理组（Ñ = 15）在学校安置期间正常完成了他们的强制性书面思考，但是还提供了Swivl数字技术，以便使用视频录像来记录和反思他们的课程。对照组（n  = 20）在不使用数字技术的情况下正常完成了传统的书面思考。完成学校安置后，对治疗组和对照组进行深入的定性访谈（N = 35）研究了在教室中使用数字技术的经验，以及在学校安置期间对其课程的批判性反映。该分析提供了有力的证据，表明数字视频录像在职前教师每周的自我反思和发展他们的自我反思实践中具有很高的支持作用。他们反思了他们教学的具体和非具体方面，在此过程中改变了他们作为老师的习惯。数据的丰富性为视频技术在国际上支持教师专业发展的潜力提供了新的证据。