Video Training – an Innovative Method to Support the Identity Construction of Pre-Service Teachers
DOI:
https://doi.org/10.37205/TEL-hun.2026.1.02Keywords:
pre-service teachers, Video Interaction Guidance (VIG), professional identity developmentAbstract
This study is a continuation of our paper published in Pedagógusképzés 2024/(23).
The current paper aims to explore the potential applications of a less commonly used method in teacher education: Video Interaction Guidance (VIG). The basis of Video Interaction Guidance is the micro-analysis of video clips linked to the candidate's personal goals and specific teaching situations, which highlight the moments that demonstrate the strengths of teacher interactions. It is closely related to reflective teacher education and its methods, particularly the method of Video Stimulated Recall (VSR), while also differing from it in several respects.
In Part I of our paper, we examined in detail the role of VIG in supporting professional learning and identity construction, presenting its conceptual and methodological
components and its relationship to VSR. In Part II of our paper, we present the results of our pilot study, connected to the teacher education program of ELTE. In this pilot study, we supported a pre-service teacher completing their extended individual teaching practicum with the help of VIG, and directly incorporated the experiences into the accompanying support seminar, aiming to explore VIG’s role in identity construction and its other possible functions.
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