Abstrakt
The aim of the paper is to show differences in aiming of the professional vision of biology preservice teachers (n=30) after watching video of own lesson. Student teachers during pedagogical practice wrote two reflections.
The first (pre reflection) was made 24 hours after teaching a lesson, the second (post reflection) was made in the next 14 days with the support of the video from the lesson. Both written reflections were analysed by the qualitative approach.
They were divided into units and were coded (according to Sherin, van Es, 2009). The results should show the benefits of individual work with own video for students in some areas of noticing and knowledge-based reasoning.
On the contrary, they paid less attention to biology and didactics of biology in reflections supported by video. Here we see the important role of a mentor, which could help students focus again on the subject and subject didactics.