Constructing successful video reflection experiences in practicum settings
Date of Original Version
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.
Literacy Research, Practice and Evaluation
Deeney, Theresa, and Cheryl Dozier. "Constructing successful video reflection experiences in practicum settings." Literacy Research, Practice and Evaluation 5, (2015): 41-57. doi:10.1108/S2048-045820150000005009.