Transforming Teacher Preparation with Video Reflection

In the news

What if teacher preparation could seamlessly bridge the gap between theory and practice? That’s exactly what the University at Buffalo Teacher Residency Program (UBTR) is achieving.

Recently featured in the eCampus News article, “Empowering Teachers Through Video Reflection and Dynamic Coaching,” and presented at the 2025 AACTE Annual Conference, Dr. Halley Maza shared how UBTR is transforming teacher development through video-based reflection and coaching. By leveraging the VC3 platform from Edthena, the program offers pre-service teachers personalized, reflective learning experiences that foster professional growth and readiness.

Here’s how UBTR is using video reflection to prepare future teachers:

Self-observation and reflection. Using the VC3 platform, teacher residents record and review their own classroom instruction. This empowers them to observe their teaching methods, evaluate student engagement, and identify areas for growth. As Dr. Maza notes, “Teachers often struggle to reflect on their own teaching in real-time, but video recordings provide a way for them to review their practices and lessons from a different perspective.”

The impact of this self-observation extends beyond teaching techniques. As one UBTR resident shared in the AACTE presentation, the process helps them “recognize how I teach, enables me to reflect on my students’ interactions, being able to see myself in my students’ shoes.”

Collaborative feedback and coaching. Teacher residents engage in guided reflection, peer feedback, and group discussions with mentor teachers, clinical coaches, and faculty. This dynamic collaboration creates a supportive community of practice. “At UBTR, video reflection is a collaborative process… This interactive dialogue fosters a supportive community of practice where teachers share strategies, celebrate growth, and build self-efficacy,” Dr. Maza explains.

At the conference, Dr. Maza elaborated on the coaching dynamic: “I feel like a coach, but also a cheerleader, which means I do a lot of affirming in my comments. And I spend a lot of time highlighting moments of success that residents don’t necessarily see the first time around.” This strength-based approach balances residents’ natural tendency toward self-criticism with supportive feedback that reinforces growth.

Bridging theory and practice. By incorporating video reflection into coursework, UBTR ensures that pre-service teachers can immediately apply theoretical knowledge in real-world classrooms. “By integrating video reflection into our program, UBTR bridges the gap between theory and practice. Residents can immediately apply classroom strategies learned through coursework,” says Dr. Maza.

The results speak for themselves. Dr. Maza reported that residents “wanted more of this in every way. They continue to really get a lot out of it.” The program’s impact extends beyond the residency year, with alumni piloting the use of video technology in their first year of teaching, demonstrating the lasting value of reflective practice.

Through the VC3 platform, the University at Buffalo Teacher Residency Program is not only preparing teachers to meet the diverse needs of their students but also fostering a reflective and collaborative professional culture.

To learn more about how the University at Buffalo Teacher Residency Program is empowering teachers through video reflection and dynamic coaching, read the full article from eCampus News.

Interested in incorporating video coaching into your teacher preparation program? We’ll show you how Edthena’s VC3 platform can help. Click here to get in touch!