ABSTRACT
Video gives pre-service primary teachers the opportunity to reflect on specific aspects of their teaching. This chapter analyses a pedagogy using small-group teaching as a first stimulus and video as a second stimulus. The video afforded multiple pedagogical foci and enabled students to work individually, then in pairs, and finally in groups to organise and give meaning to their developing pedagogical skills and understandings. In this way, the video acts as Vygotsky’s second stimulus: it has the property of providing a generalisable tool that pre-service teachers can use to overcome the problem of their science phobia and develop agency.
