TY  - CHAP
AB  - Purpose To describe how combining a working definition of reflection with a framework for applying this definition can lead to a greater consistency in the manner with which reflection instruction is implemented in educator preparation programs.Methodology/approach Cultivating the habit and practice of reflection has been a long-standing goal of educator preparation programs. However, much of the research literature indicates a lack of consistency in the way that reflection is defined and taught in these programs, particularly in the context of video-reflection. This chapter examines how a workable definition of reflection based on Dewey’s phases of reflection can be used to make reflection instruction more consistent and meaningful for pre-service teachers.Findings The authors discuss the video-reflections of four different pre-service teachers, providing examples from their reflections to demonstrate how a workable reflection definition can assist teacher educators in developing the reflective capabilities of pre-service teachers.Practical implications By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.
VL  - 5
SN  - 978-1-78441-676-8, 978-1-78441-675-1/2048-0458
DO  - 10.1108/S2048-045820150000005014
UR  - https://doi.org/10.1108/S2048-045820150000005014
AU  - Verlaan Wolfram
AU  - Verlaan Sue
PY  - 2015
Y1  - 2015/01/01
TI  - Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale
T2  - Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 151
EP  - 171
Y2  - 2024/04/24
ER  -