Recent developments in technology and e-learning environments offer exciting prospects for new and innovative pedagogical designs involving video-based approaches to positively impact on education (e.g. Dawson 2015; Phillipson, Cooper, & Phillipson, 2015). The use of video in pre-service teacher (PST) training, can be very effective to understand, promote and support teacher change (Guskey, 1986; Richardson & Placier, 2002; Santagata, 2014) and teacher professionalism. Video analysis literature illustrates a large variety of purposes for using video in teacher learning, from lesson analysis (Santagata, 2014) and scaffolding teachers’ professional development (Brophy, 2004; Sherin, 2004) to promoting discussion between teachers (Borko et al., 2008) and building a learning community (Sherin, 2004; van Es, 2012).  In all these cases, video becomes an effective tool for decentralizing oneself, removing action from the here and now, slowing the emotional burden and triggering systematic processes of thoughtful thinking.

Rich and Hannafin’s (2009) use of video reflection with PSTs highlighted its usefulness in supporting PSTs to develop their skills of noticing, as well as for improving functional aspects of their teaching such as consistency, clarity of directions, and vocal intonation.  Rich and Hannafin (2009) refer to this idea of reviewing one’s own practice as ‘stepping-back’. This ‘stepping back’, is akin to what Sherin & van Es (2005) term ‘noticing’ and facilitates realisations about the discrepancies between their recalled experience and what is observed on the video. Ferretti, Michael- Chrysanthou & Vannini (2018) suggest that going through the “video noticing phase” is key in moving form video viewing to a deep reflection.

Noticing can be defined as the ability to attend to what is significant in a complex situation, referred to as highlighting (Goodwin 1994) and marking (van Es & Sherin, 2010). Because of the many things happening at one time in a real classroom, PSTs need to make choices about where to direct their attention and what events to pursue at any given moment. Noticing also involves the ability to make connections between specific events and the broader principles they represent (Hughes et al. 2000) and using knowledge of one’s context to reason about noteworthy events: some researches shows that as individuals become familiar with a particular type of situation, they are better able to analyse the same types of situations in the future.

Despite an increased focus on teacher noticing in recent years, little is known about the development of teachers’ ability to notice and how to effectively support this development (van Es & Sherin, 2010). The use of artifacts of practice, such as video or student work, may support PST in their observations and sense-making of different teaching practices.  In this research we look at the potential of 360-degree video of one’s own practice to support PSTs in their reflections. Using 360-degree video allows PSTs to experience video-recorded lessons from an immersive 360-degree perspective, providing a greater understanding of the entire context in which an interaction or an action is situated. Working with a cohort of PSTs we explore what possibilities are afforded by 360-degree camera video reflection. The key research question guiding this phase of our work is How can 360-degree video enable deep reflection of pre-service teacher’s awareness of their classroom presence?

The PSTs who participated in this research are in their first study period of the first year of their teacher education program and in general have no formal teaching experience. The class comprised 33 PSTs, undertaking a curriculum course in Mathematics Education as part of their Master of Teaching (Secondary). Of the class of 33 a total of 28 PSTs volunteered to participate. The PSTs, in assigned groups, were required (as part of normal course work) to prepare a teaching presentation for their peers on a particular aspect of mathematics. Each teaching group (typically n= 5/6) planned together as a larger group but were split into two sub-groups to present/teach these in two different rooms to two different audiences (their peers). The presentations were recorded using 360-degree cameras, the video files were converted to the appropriate format and shared with the pre-service teachers after they had completed their group reflection. Once PSTs had reviewed their videos, and those of their sub-groups, they completed an additional reflection using a web-based survey which included post video viewing reflection on what the ‘noticed’ their teaching presence, their interactions and the quality of their explanations. This presentation reports on the student reflections on using 360-degree video as a reflection tool. The data is centred on four of the survey questions: 1. How easy did you find the 360-degree video player & annotation app to use? 2. How useful was the 360-degree video player to you to help you understand and reflect on the lesson/workshop content and activities? 3. How useful was the annotation facility to you to help you understand and reflect on the lesson/workshop content and activities? 4. How did watching your sub-groups video help you? Question 1 was a 5 point Likert scale; 5 Extremely easy, 4 Somewhat easy, 3 Neither easy nor difficult, 2 Somewhat difficult, 1 Extremely difficult. Questions 2 and 3 were also a 5 point Likert scale; 5 Extremely useful, 4 Very useful, 3 Moderately useful, 2 Slightly useful, 1 Not useful. Question 4 was an open text response. The Likert scales are reported as a mean score, while the open text responses were analysed by the researchers and key themes were identified. Student responses are included in order to ensure clarity of themes.

The initial data analysis indicates the majority of the participants found using the 360-degree video player & annotation application relatively straightforward (mean = 3.55). In regard to how useful they found the 360-degree video player and annotation facility was in supporting them to understand and reflect on their teaching, the PSTs were primarily very positive. The mean response score, for usefulness of the 360-degree video was 4.03 and 3.5 for the annotation facility. Positives expressed by the participants include: - “The 360 video worked really well, allowing us to view the engagement levels and response from our class”. “No issues, was also very easy to pause, add notes, rotate, etc.” Challenges noted by the PSTs are generally centered on technical issues such as: • “It was difficult to hear at times and annotation wasn't clear due to the small size of the 'note' boxes”. • The only problem I found were the 360 degree video player not being compatible with my browser. However it was an easy fix as I just changed browser”. • “Only small things: Not being able to hit enter to submit a comment, waiting for the message to disappear afterwards - nothing in particular”. The PSTs were also asked to reflect on how useful watching their sub-groups video was and all PSTs indicated that this was a particular helpful feature. For example: “My sub-groups video helped me to review my vocal and body language, the control of the presentation and the detailed reactions of the audiences. The comparison video of another classroom helped me with my understanding of how to present the given resources differently, such as why there were different concentrations, explanations”. “Allowed me to compare our presentation to theirs and see what they did well and what we could have done to improve my future presentations”.

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