Zooming in and Out: Scaffolding the Use of Video for Inquiry and Reflection

Abstract

Purpose

This chapter describes a cyclical mentoring model that is designed to scaffold the use of video in a graduate literacy practicum for in-service teachers.

Methodology/approach

This chapter is organized by (1) an overview of the Literacy Practicum course and the three learning phases and activities within each phase; (2) a description of the mentoring process/procedures during each of the phases, and examples of their impact on teachers’ learning and practice; and (3) a discussion of implications for practice.

Findings

Drawing upon recent work in teacher inquiry and reflection, this model provides opportunities for teachers to take increasing ownership of their own professional growth.

Research limitations/implications

The examples in this chapter are anecdotal. But they help to illustrate the processes and procedures in this model, which is described with great detail in order to be useful for pre- and in-service teachers, as well as school-based professional development programs.

Practical implications

The model can be effectively incorporated into both pre-service clinical settings as well as professional development with in-service teachers.

Originality/value

As a potential high impact tool, video analysis of teaching must not be viewed as an incidental approach; rather it must be an integral part of a learning cycle which is committed to student ownership and voice, social engagement, critical inquiry, reflection and integrative learning.

Citation

Hu, Y. and Tuten, J. (2015), "Zooming in and Out: Scaffolding the Use of Video for Inquiry and Reflection", Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (Literacy Research, Practice and Evaluation, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 105-123. https://doi.org/10.1108/S2048-045820150000005012