Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson
Bibliographic record
Abstract
The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".