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Using Teaching Videos in the Adaptive Cycles of Teaching

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice

ISBN: 978-1-78441-676-8, eISBN: 978-1-78441-675-1

Publication date: 6 May 2015

Abstract

Purpose

To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices.

Methodology/approach

The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design.

Findings

Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility.

Practical implications

Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.

Keywords

Citation

Freedman, R., Salmon, D., Degener, S. and Phillips, M. (2015), "Using Teaching Videos in the Adaptive Cycles of Teaching", 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. 125-147. https://doi.org/10.1108/S2048-045820150000005013

Publisher

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Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited