Search results

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.

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.

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.

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.

The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.

In this chapter, we draw from our multiple studies of clinic practices, including interviews with lab/clinic graduates, a large-scale survey, and artifact analyses. We also draw from others’ research on videotaped reflection activities.

Our combined research showed three essential aspects of successful video reflection experiences, which we share in this chapter: Developing a culture of video sharing as learning, engaging with collegial feedback, and scaffolding teachers’ individual reflections. In each section of the chapter, we situate, within vignettes of practice, procedures we use to create successful video reflection experiences and prompts we have found effective.

While we highlight three features of successful video reflection experiences based on ours and others’ research, we recognize these are not the only instructional practices that make the video reflection experience beneficial.

In this chapter, we provide instructors specific descriptions of how to arrange successful video reflection experiences, including prompts we have found most successful in generating rich group conversation, coaching, and individual reflection.

The success of video reflection experiences is dependent on how those experiences are framed and situated for teachers. This chapter provides detailed descriptions for teacher educators to use while implementing video reflection experiences.

The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the pre-service teachers during tutorials.

The research is situated in a school-based teaching programme in which pairs of pre-service teachers taught small groups of primary aged children over a period of seven weeks. Volunteer pre-service teachers videotaped their lessons and selected video excerpts to share with their peers in the tutorial. The educator guided the pre-service teachers’ reflection using the video. A case study drawing on interviews with pre-service teachers and audio recordings of tutorials, charted the development of pedagogical decisions made by the educators to promote reflection.

The pre-service teachers had difficulties undertaking deep reflection of their own and peers’ teaching practice. The response by educators was to promote collaboration among pre-service teachers by discussing specific aspects of the teaching in small groups and to use a jigsaw approach. This enabled a deeper analysis of particular elements of the lesson that were then integrated to produce a more holistic understanding of the teaching. The video data are most suitable for reflection and provide valuable evidence for pre-service teachers to develop their practice.

For pre-service teachers to develop effective skills to analyse their own practice they need to experience teaching in a safe but challenging environment, over a sustained period; have opportunities to develop a shared understanding of what constitutes quality teaching; have opportunities to critically analyse their teaching in discussion with peers and educators and be able to be guided by a framework of reflective strategies.

This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.

The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development.

From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers.

The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers.

The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals.

This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.

Our purpose in this chapter is to provide researchers and educators with a model of how the Gradual Release of Responsibility (GRR) can be used with inservice and preservice teachers for professional development when teachers engage in reflective processes through the use of video reflection.

In this chapter we provide a brief review of the literature related to video as a learning tool for reflection and a discussion of the Gradual Release of Responsibility and emphasize the role of a teacher educator or more knowledgeable other who scaffolds inservice and preservice teacher reflection across various contexts. Several versions of the GRR model are included. We introduce and explain examples from two class sessions where a combination of inservice and preservice teachers engaged in reflection through video with support from a teacher educator.

We demonstrate that the teacher educator followed the GRR model as she guided preservice and inservice teachers to reflect on video. Through a contrastive analysis of two different class sessions, we show how the instructor released responsibility to the students and how students began to take up this responsibility to reflect more deeply on their own teaching practices.

The examples within this chapter are from a graduate level teacher education course affiliated with a university literacy center. The course was comprised of both preservice and inservice teachers. The model is applicable in a variety of settings and for teachers who are novices as well as those who are experienced teachers.

This is a valuable model for teacher educators and others in professional development to use with teachers. Many teachers are familiar with the use of the GRR model in considering how to guide children’s literacy practices, and the GRR can easily be introduced to teachers to assist them in video reflection on their own teaching.

This chapter provides significant research-based examples of the GRR model and foregrounds the role of a teacher educator in video reflection. The chapter provides a unique framing for research and teaching related to video reflection. The chapter explicitly links the GRR to teacher reflection and video in contexts of professional development or teacher education.

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.

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.

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.

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.

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.

To describe the use of a Composer’s Cut video as a tool for reflecting on and celebrating one’s experience creating multimodal compositions for personal and social audiences.

Two adolescents designed and produced digital video stories about their prior experience composing a webpage and a multimodal literary analysis hypertext in response to the Vietnam war novel, The Things They Carried.

Each student remixed Camtasia screen capture video, class video, and images, enhanced with text overlays and music, to showcase their unique vision as a multimodal designer and to highlight their composing processes. They viewed the Composer’s Cut video as a powerful vehicle for reflection and appreciated that their videos would have a public audience.

Reflection often tends to be oral or written. Digital video supports students in showing, as well as telling their experience through multiple modes. The Composer’s Cut video is one example of how video might be used for reflection that is both personal and social.

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.

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.

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.

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.