A Teacher’s Inner Voice Mediated by a Video Observation and Discussion in the Context of Change in Literacy Practices

Abstract

Purpose

To reflect what a teacher’s inner voice mediated by a video observation and discussion revealed about the process of change in literacy practices.

Methodology/approach

Nexus Analysis (NA) (Scollon & Scollon, 2004) was used in studying the teacher’s self-reflective dialogue for identifying the teacher’s (the first author) ways of being in the nexus of old and new literacy practices – in the process of change in the context of literacy practices. These ways of being were reflected on further in the study in the collaboration with the other authors.

Findings

The teacher’s ways of being balanced between “not knowing” and “knowing” connected both personal and professional aspects of learning.

Practical implications

Inner states of professional learning processes imply that both personal and professional support is needed in educational changes, such as the change in literacy practices. Video observations and discussion should thus not only concentrate on practical or theoretical issues of professional learning, but on promoting and offering safe spaces for reflection on subjective learning experiences.

Citation

Räisänen, S., Korkeamäki, R.-L. and Dreher, M.J. (2015), "A Teacher’s Inner Voice Mediated by a Video Observation and Discussion in the Context of Change in Literacy Practices", 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. 173-190. https://doi.org/10.1108/S2048-045820150000005015