A three-pronged approach to video reflection: Preparing literacy teachers of the future

Tanya CHRIST, Poonam ARYA, Ming Ming CHIU

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Citations (Scopus)

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. Copyright © 2015 by Emerald Group Publishing Limited. All rights of reproduction in any form reserved.

Original languageEnglish
Title of host publicationVideo reflection in literacy teacher education and development lessons from research and practice
EditorsEvan ORTLIEB, Mary B. MCVEE, Lynn E. SHANAHAN
Place of PublicationBingley
PublisherEmerald
Pages235-253
ISBN (Electronic)9781784416751
ISBN (Print)9781784416768
DOIs
Publication statusPublished - May 2015

Citation

Christ, T., Arya, P., & Chiu, M. M. (2015). A three-pronged approach to video reflection: Preparing literacy teachers of the future. In E. Ortlieb, M. B. Mcvee, & L. E. Shanahan (Eds.), Video reflection in literacy teacher education and development lessons from research and practice (pp. 235-253). Bingley: Emerald. doi: 10.1108/S2048-045820150000005018

Keywords

  • Reflection
  • Video
  • Teacher education
  • Literacy

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