Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists

Authors

  • Jane Stokes University of Greenwich
  • Keena Cummins independent speech and language therapist and visiting tutor City University London and University of Greenwich

DOI:

https://doi.org/10.21100/compass.v4i7.82

Abstract

This case study shares the experiences of speech and language therapy lecturers in higher education using video with students and practitioners to support reflective practice. The authors believe that video forms a fundamental role in developing the core skills of health, social and education professionals. Frequently teachers in higher education and students alike present with a reluctance to engage with the use of video. Possible reasons for this are discussed. The importance of careful preparatory and debriefing sessions is emphasized, as is the need for an observation schedule. The key ingredients to ensuring that video is effective as a learning tool as well as the challenges are examined. The experience may well have resonance with others in higher education involved in the development of critical reflection associated with students’ communication and interaction.

Author Biographies

Jane Stokes, University of Greenwich

 Jane Stokes worked in the NHS as a speech and language therapist with children and families for over 25 years before taking up the post of senior lecturer with responsibility for establishing the PGDip in Speech and Language therapy run collaboratively by University of Greenwich and Canterbury Christ Church.   

Keena Cummins, independent speech and language therapist and visiting tutor City University London and University of Greenwich

Keena Cummins is a speech and language therapist who has worked in both the NHS and in the private and voluntary sector and has specialised for the last twenty years in the use of video to support parents, therapists, students and professionals in reflecting on their skills.   

References

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Compass: The Journal of Learning and Teaching

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Published

06/30/2013

Issue

Vol. 4 No. 7 (2013): Compass: The Journal of Learning and Teaching

Section

Case Studies

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