Engaging Student Teachers in Academic Reading and Reflection Using Social Video-Sharing

Abstract

This article reports on how a social video-sharing platform can engage student teachers in academic reading and reflection. The concepts of social, cognitive, and teaching presences are utilized as a theoretical framework. Data from a survey (n = 37) and interviews (n = 8) from two different cases were analyzed to illuminate how video production and sharing can create meaningful reading experiences. The findings indicate that both pre-and in-service teachers emphasize the need for proper social organization to become comfortable with sharing videos and reflections. The students grew cognitively in academic discussions and collaborations in the prepared context. Teaching a course design based on a tight framework is acknowledged as disciplining in a good way. These findings provide knowledge about quality and is a reminder to teachers of the crucial elements of incorporating a digital platform into academic reading and reflection.