Developing reflective trainee teacher practice with 360-degree video Nicola Walshe * , Paul Driver Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Cambridge, UK highlights  Use of 360-degree video develops more nuanced reflections of microteaching.  The embodied cognitive experience of watching 360-degree video is significant.  Immersive reflection of microteaching supports student self-efficacy to teaching.  Facilitates an active, student-centred approach to teacher education within HE. article info Article history: Received 6 March 2018 Received in revised form 5 November 2018 Accepted 15 November 2018 Available online 22 November 2018 Keywords: 360-Degree video Reflection Initial teacher education Embodied Situated learning Student teachers abstract Video self-reflections can be an effective self-development tool for student teachers; however, its value is often limited as video provides only one perspective of the classroom. This project, an interpretive case study, used think-aloud protocol and interviews to explore how the use of 360-degree video can support student teacher reflection. Results suggest that the immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice, as well as sup- porting student teachers’ self-efficacy towards teaching. This has the potential to facilitate a more active and student-centred approach to initial teacher education within Higher Education. Crown Copyright © 2018 Published by Elsevier Ltd. All rights reserved. 1. Introduction and theoretical framework 1.1. The value of reflection on teacher practice The capacity for teachers to reflect on their pedagogical practice has been argued as being important for their development for some time (e.g., Tripp & Rich, 2012a). Much of what teacher education calls a reflective approach is grounded in the works of Dewey (1933) who provided one of the earliest definitions of reflective teaching as an “active, persistent, and careful consideration of belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it ends” (Dewey, 1933, p. 9, cited in; Tripp & Rich, 2012b). In this way, reflection is a self-critical, exploratory process through which teachers “consider the effect of their pedagogical decisions on their situated practice with the aim of improving those practices” (Tripp & Rich, 2012a, p. 678). Sch€ on (1983, 1987) explored the relationship be- tween theory and professional practice, resulting in a view of learning to teach that is inextricably linked to prior experiences, beliefs, and attitudes. It has been argued that his notion of reflection-in-action, in which teachers reflect on their practice in situ, versus reflection-on-action, a more retrospective approach to considering what happened in a lesson, provides a way to funda- mentally rethink how we view the relationship between theory and professional practice (Tripp & Rich, 2012a). It is this first approach that could develop more situated decision-making which, according to Rich and Hannafin (2009), is a key teaching skill. This is particularly important for teacher education which uses reflec- tion to narrow the gap between educational theory and pedagog- ical practice (Atkinson, 2012; Ibrahim-Didi, 2015), developing student teachers' ability to consider their teaching in the light of theory with the aim of change and improvement (as suggested, for example, by the four stages of Kolb's (1984) experiential learning cycle - concrete experience, reflective observation, abstract * Corresponding author. E-mail address: nicola.walshe@anglia.ac.uk (N. Walshe). Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate https://doi.org/10.1016/j.tate.2018.11.009 0742-051X/Crown Copyright © 2018 Published by Elsevier Ltd. All rights reserved. Teaching and Teacher Education 78 (2019) 97e105