A Three-Pronged Approach to Video Reflection: Preparing Literacy Teachers of the Future

Abstract

Purpose

This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and Collaborative Peer Video Analysis reflections) result in teachers’ greater depth and breadth of reflective ideas about literacy assessment practices as compared to their reflections in just one context.

Methodology/approach

This qualitative case study of 18 teachers tracks their reflective content over time, and uses emergent coding and constant comparative methods to identify patterns in the breadth and depth of teachers’ reflections across three contexts: video case studies, self-reflections, and Collaborative Peer Video Analysis.

Findings

Teachers demonstrate greater depth and breadth of reflection across the three contexts, as compared to any one context. Three patterns were identified that describe how teachers develop depth of reflection across these contexts: identifying problems, shifting learning, and transferring learning to novel contexts. Two patterns were identified that describe how breadth of reflection occurred across these contexts: broad array of ideas for a specific topic and a broad range of topics.

Practical implications

Teacher educators can use a three-pronged approach to video reflection to promote depth and breadth of teachers’ reflections. Opportunities should also be provided across time, and prompts should be provided for guiding reflection to support breadth and depth of teachers’ analyses.

Citation

Christ, T., Arya, P. and Chiu, M.M. (2015), "A Three-Pronged Approach to Video Reflection: Preparing Literacy Teachers of the Future", 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. 235-253. https://doi.org/10.1108/S2048-045820150000005018