Didethics and videopaper

The purpose of this project is to investigate the consequences of developing and expanding the use of videopapers in teacher educations for pre-school and primary school.

Start date

There have been projects on videopapers before and it has been used in a few subject didactic courses in the teacher education programmes for grades 7 to 9. In the evaluations of the use of videopapers, the response from the students is positive. For example, they experience that they have become aware of aspects of their teaching that they have not noticed before. Videopapers is one way to document teaching which can strengthen and stimulate reflective learning where reflection is both being deepened and broadened.

Now we want to expand the use by trying it in more programmes and by adding the ethics of a didactic model called Didethics. Research on the importance of ethics in teaching shows that ethics is often invisible and that it is unconsciously being exercised without building on knowledge.

Videopapers could be one way of making the importance of ethics visible in teaching and making the students aware of how they act. Besides the opportunity to visualise so-called tacit knowledge, video papers could also be viewed as a way to connect theory and practice that could be used in the follow-ups of placement (Swedish: VFU). Connecting theory and practice is on the fundamental problems that teacher educations in general are struggling with.

In summary, documentation via video papers could enable deepened and broadened reflection of the student’s practice, integrate theory and practice, and verbalise so-called tacit knowledge, in this case mainly the ethical dimension of teaching.