The individual watching of one’s own video and its influence on future biology teachers´ professional vision

Keywords: prospective teacher, biology teacher, reflection, teaching practice, professional vision


The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.

Received: 28 May 2019
Accepted: 08 November 2019
Published online: 29 November 2019


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Author Biographies

Linda Němečková, Charles University, Czech Republic

Completed a full – time Masters (Mgr.) in Teacher Training for Secondary Schools (Biology and Health Education) Department of Biology and Environmental Studies, Faculty of Education, Charles University, Prague, Czech Republic. Then she completed a Teacher Training for Secondary Schools, Rigorosum (PhDr.) at the same department. She is a Ph.D. student and has worked as an academic staff assistant at the department of the same university. Linda is interested in the analysis of lessons of biology at secondary schools focused on a professional vision and reflection of teachers. Specifically, she focuses on the reflections of teachers/ students of Schools of Education and mentoring interviews of them. This looks at the contribution of the mentor interviews supported by video recordings of lessons in comparison with mentor interviews, which are not supported by video recordings of lessons. It also aims to examine the contribution of the teacher´s reflections supported by video recordings of lessons in comparison with the teachers reflections not supported by video recordings of lessons. Mail:

Lenka Pavlasová, Charles University, Czech Republic

Holds the ranks of head and assistant professor in the Department of Biology and Environmental Studies, Faculty of Education, Charles University, Prague, Czech Republic. She received her Ph.D. at the same university (2007). She is the guarantor of courses of Didactics of Biology and supervisor of Ph.D. thesis. Her research focuses on didactics of biology, especially on inquiry-based science education and professional training and professional vision of future biology teachers. She is a member of the editorial board of journal Scientia in educatione (, executive editor of The Literacy, Preliteracy and Education Journal ( and reviewer of Czech Ministry of Education, Youth and Sports for science and biology textbooks. She is the founder and main organizer of the Trends in Biology Didactics conference, which is held every two years at The Faculty of Education, Charles University, Prague, Czech Republic (3rd year of conference was in 2018). Mail:


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How to Cite
Němečková, Linda, and Lenka Pavlasová. 2019. “The Individual Watching of one’s Own Video and Its Influence on Future Biology Teachers´ Professional Vision”. Tuning Journal for Higher Education 7 (1), 93-113.