Through video-recorded teaching instances , refugee teachers could analyze, evaluate and reflect on different teaching practices. Videos could be used to model good practices in teaching in the refugee context, and create opportunities for both self-reflection and peer assessment.
1. Model good practices in refugee teaching: The use of video shows promise as a method for making practices more accessible forrefugee teachers. Research on the use of video instruction in teacher education is limited, but current findings support its use in the preparation of teachers to implement effective practices. For example, Friel and Carboni (2000) used a video pedagogy approach in a mathematics teacher education program. Findings suggested that the use of video pedagogy enabled pre-service teachers to move beyond lecture-based instruction to more student-centered reflective practice. The video enabled the pre-service teachers to broaden their understanding of the development of mathematical thinking and of how to provide instruction with these
concepts in mind. http://tes.sagepub.com/content/32/2/180.full.pdf+html
2. Self-Reflection: A study conducted of pre-service teachers in Nigeria found the use of video recording equipment in microteaching to be even more effective than microteaching alone (Kpanja, 2001). Kpanja (2001) found that teachers who were able to review a video recording of themselves conducting a microteaching mini lesson, were more confident and adequately prepared to use the lesson in the classroom. http://onlinelibrary.wiley.com/doi/10.1111/1467-8535.00215/epdf
3. Peer Assessment: A web-based peer assessment system using video streaming technology was implemented to support the training of pre-service teachers in Taiwan.
A study of the program showed that pre-service teachers were satisfied with
the peer assessment activities and perceived the streaming video as a useful feature. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.134.7965&rep=rep1&type=pdf#page=50