شبكة المعلومات العربية التربوية

The purpose of this study is to determine the effect of reflective journals with the help of video on the student teachers' teaching skills and their levels of reflection. Both qualitative and quantitative analysis was employed to gain a deeper understanding of the data derived from video recordings and reflective journals of 31 female student physics teachers at Faculty of Education, Beni-Suef University. Results indicated that at the beginning of their reflection, the student teachers were at the descriptive level of the reflective framework; then their reflection developed gradually until most of them reached to an advanced level of reflection which helped them evaluate their teaching of science. As a result of their reflection, the student teachers were able to develop their teaching skills such as warm-up, classroom management, using instructional aids, lesson presentation and asking questions. The results also indicated the importance of the availability of other factors which can activate the stimuli of science teachers' reflective thinking and thus achieve their professional development. (Published abstract)