VALORISATION OF VIDEO REGISTRATIONS IN VIRTUAL GUIDANCE OF TEACHING PRACTICE

The paper presents a pedagogical experiment of valorising in the virtual space the video registrations made during teaching practice, of analysis and reflection of the students participating in the study on filmed teaching experiences. A number of 24 students in the IIIrd year at the Faculty of Psychology, Pitesti University, and 3 teaching practice tutors participated in the study. The video registration material which constituted the support for analysis, discussion and reflection in the course named Virtual guidance of teaching practice - VGTP (existent on the Moodle platform) includes: specialty lessons /activities/ demonstrative didactical sequences considered good practices, taught by mentor teachers; lessons/activities/didactic sequences taught by students teaching individually /in a team, homeroom classes/sequences of certain activities performed with parents, school counselling activities/educational activities/learning sequences performed outside school. The qualitative methodology associated to the analysis of video registrations causes the professional contextual, relevant, active and reflexive learning and training, based on the integration of personal experiences as learning sources. The purpose and objectives of the article circumscribe to the following finalities: the analysis of the video registrations of the lessons taught by students allows the students participating in the virtual guidance of teaching practice to identify the positive elements of teaching a lesson/teaching practice activity, the desirable behaviours at stake during the didactical activity, but also the potential difficulties, lacks and lacunae registered by it in the concrete didactical situation of the classroom activity. Students look at each other like in a mirror and learn one from the other. The tutor's role in the virtual guidance of teaching practice consists in generating reflection based on the video registrations made available to students for watching, in orienting students' attention to the relevant aspects of the learning situations gone through by well addressed questions. The questions formulated by the tutor shall orient students' thinking and determine the re-watching of the respective video sequences in order to catch the details that may not be noticed and to find out the answers to questions. The conclusions of the article highlight the advantages and limits of the virtual valorisation of the lessons/activities presented by students and registered on