Using Video to Support Teacher Reflection and Development
Laura Baecher [+–]
Hunter College of the City University of New York
Steve Mann [+–]
University of Warwick
Cecilia Nobre [+–]
Ozyegin University, Turkey
During the last few decades, there has been an increase in both the use and understanding of the role digital video can play in developing reflective practice within teacher education. This book focuses on the variety of ways in which digital video can both support and encourage collaboration, sharing of practice, analysis, materials production, and on-line communities of practice.
The authors show how video use can create positive impact on trainee and in-service teachers’ engagement, motivation and autonomy. Digital video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, tagging, especially in combination with screen-capture software. These tools help provide a medium for and support for reflection.
The book draws on a growing community of teacher educators and features some of their experiences and views. In doing so, it helps to share innovative and effective video and visual media use in language teacher education. This enables reflection and further methodological development on areas of focus such as webinars, stimulated recall, video in peer observation, flipped training content, screen-capture feedback, video-editing and analysis, captioning tools, and video for mentoring.
The theoretical position taken by this book is constructivist. The authors recognize that teacher training and development is a social process that takes place in a specific context and so take the view that knowledge is negotiated and co-constructed through reflection teacher education contexts (Walsh 2011). The nature of this co-construction varies from context to context and depends on whether trainers see their role as one of transmission or enabling dialogic reflection (Walsh and Mann 2015). However, the idea of drawing on and promoting a community of practice around digital video recognizes that, in either case, knowledge is grounded in the contexts and constraints of practice (Lave & Wenger, 1991). Digital video both helps engage language teachers in a data-led process of reflection and helps them to focus on the negotiated and co-constructed aspects of language classrooms and learning.
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