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Conducting laboratory or practical classes is difficult and challenging because science teachers are
required to perform several roles. They need to serve as instructors, demonstrators, scanners, evaluators,
activities directors, and observers. All these varied roles involved physical activities which can be captured
on video. Abound in the literature are reports that pre-service education and in-service professional
development for science teachers do not adequately provide them with the knowledge and skills needed to
lead laboratory experiences. Consequently, laboratory activities often remain disconnected and isolated
from classroom instruction which subsequently affected learners’ laboratory experiences. Thus, this paper
focused on the use of teacher trainer-owned mobile phone to facilitate the acquisition of laboratory
teaching skills through video modeling and video feedback. The paper concludes with the call for the
teacher educators to examine and explore both innovations and challenges associated with the use of video
to enhance skills acquisition. Furthermore, the Department of Educational Technology should organize
workshops and conferences with a view to exposing teacher educators, pre-service teachers and
cooperating teachers in schools to how to use video technology to enhance science teaching. Science
teacher trainers should make concerted efforts to provide novice science teachers with a video reflection
guide and edited video on laboratory session to facilitate the acquisition of laboratory skills.
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