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1 – 10 of over 21000Tanya Christ, Poonam Arya and Ming Ming Chiu
This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and Collaborative Peer…
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.
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This chapter describes concrete guidelines for promoting reflection in teacher education. First, a phase model for reflection is introduced, which helps to promote…
Abstract
This chapter describes concrete guidelines for promoting reflection in teacher education. First, a phase model for reflection is introduced, which helps to promote meaning-oriented reflection. Next, typical problems related to reflection in teacher learning are discussed, which have led to an approach for making reflection more effective and transformative. Examples show how this Core Reflection approach, which is based on a model of levels of reflection, can bring the power of ideals and personal qualities to bear upon practitioners’ experiences of teaching and learning. Empirical studies on the use of the approach are discussed, as well as implications and context factors influencing the possibilities for using Core Reflection in various international contexts.
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Mary B. McVee, Lynn E. Shanahan, P. David Pearson and Tyler W. Rinker
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…
Abstract
Purpose
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.
Methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
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.
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Wai Sing Cheung and Jocelyn Lai Ngok Wong
The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.
Abstract
Purpose
The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.
Design/methodology/approach
This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms.
Findings
The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom.
Originality/value
This study underlines the value of reflection in the process of teacher change in their teaching practices.
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Lynn E. Shanahan, Andrea L. Tochelli-Ward and Tyler W. Rinker
This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.
Abstract
Purpose
This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.
Methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.
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Theresa Deeney and Cheryl Dozier
The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.
Abstract
Purpose
The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.
Methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Practical implications
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.
Originality/value
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.
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Gail Chittleborough, John Cripps Clark and Paul Chandler
The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the pre-service teachers during tutorials.
Abstract
Purpose
The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the pre-service teachers during tutorials.
Methodology/approach
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.
Findings
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.
Practical implications
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.
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Wolfram Verlaan and Sue Verlaan
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…
Abstract
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.
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Judith Franzak, Koomi Kim and Mary Fahrenbruck
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…
Abstract
Purpose
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.
Methodology/approach
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).
Findings
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.
Practical implications
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.
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Jess Smith, Ryann N. Shelton, Nate Scholten and Madelon McCall
The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.
Abstract
Purpose
The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.
Design/methodology/approach
This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.
Findings
The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.
Originality/value
This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.
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