TY  - CHAP
AB  - Purpose To provide a video reflection model based on interactivity for teachers to facilitate disciplinary literacy and a culturally responsive pedagogy during video reflection. The model presents multiplicity of voices within the context of classroom activity crossing boundaries to expand teachers beyond their zone of proximal development for enhanced pedagogical practices.Methodology/approach Expansive learning as model of learning originates from the Cultural Historic Activity Theory framework. It enables viewing learner–teacher–technology interactions embedded within classroom walls that embrace diverse socio-cultural-historical practices. Given its connectedness to a responsive teaching-learning approach the model is adapted with the tenets of interactivity to help teachers with a professional learning tool to include, promote, and expedite pedagogical practices that reflect learner background through video reflection.Findings The video reflective model using four central question and five principles of the expansive learning matrix examines the various interactivities during a science class period to embrace and enhance a disciplinary literacy approach to teaching. The chapter provides details of opportunities on how the teacher uses this model to adopt a disciplinary literacy and responsive pedagogy approach. It provides directions on how to improve learner–technology interactivity and assist teachers to orchestrate other classroom technologies along with videos as teaching and learning artifacts.Practical implications Knowledge construction occurs in spaces that are hard to identify, that is to say that it is difficult to measure when, why, and how knowledge construction happens. By identifying, drawing connections, and making interconnections of the various activities and interactivities from their classroom worlds to lived practices through the tenets in our proposed reflective model the teacher will initiate, facilitate, and eventuate expansive learning and teaching processes. Thereby videos can highlight teacher’s motivations and contradictions when paired with this model and promote the examination of one’s practices to cross-boundaries that embrace the dynamics of learning and knowledge construction as and when it occurs.
VL  - 6
SN  - 978-1-78441-678-2, 978-1-78441-677-5/2048-0458
DO  - 10.1108/S2048-045820150000006014
UR  - https://doi.org/10.1108/S2048-045820150000006014
AU  - Rozario Roy
AU  - Ortlieb Evan
PY  - 2015
Y1  - 2015/01/01
TI  - Using Expansive Learning as a Model for Video Reflection in Teacher Education
T2  - Video Research in Disciplinary Literacies
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 287
EP  - 305
Y2  - 2024/04/25
ER  -