Front Cover -- Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice -- Copyright Page -- Contents -- List of Contributors -- About the Editors -- Introduction -- Part I: Models and Frameworks for Teacher Reflection -- The Potential of Video to Help Literacy Pre-Service Teachers Learn to Teach for Social Justice and Develop Culturally Respo... -- Introduction -- Learning to Teach with Video -- Approach to Analysis -- Results -- Promoting Reflection -- Changing Knowledge and Beliefs -- Developing Adaptive Expertise -- Leading Dialogic Discussions -- Discussion -- Conclusion -- References -- Insights into Inservice Teachers' Video-Facilitated Reflection of Literacy Practices -- Scope of the Review -- Theoretical Frameworks Informing Video Reflection -- Scaffolding Video Reflection through Analysis Frameworks -- Purpose for Reflective Response -- Independent and Socially Mediated Reflecting: Traversing the Types of Response Activities -- Video Discussion: Socially Mediating Reflections -- Considerations for Facilitators of Discussion -- Developing a Positive Culture -- Teacher Change -- Conclusion -- References -- Constructing Successful Video Reflection Experiences in Practicum Settings -- Developing a Culture of Video Sharing as Learning -- Videotape Reflection as a Learning Space -- Choosing a Videotaped Segment -- Scaffolding Discussion -- Collegial Feedback: From Oral to Written Responses -- Emphasizing Literacy Coaching Possibilities -- Scaffolding Individual Reflection -- Time and Transitions -- Teacher/Learner Interactions -- Engagement -- Lesson Transcription, Another Layer of Analysis -- Instructor Feedback -- Conclusion -- References -- Using the Gradual Release of Responsibility Model to Support Video Reflection with Preservice and Inservice Teachers -- Video as a Learning Tool for Reflection.

Gradual Release of Responsibility in a Video Reflection Context -- Variable Types of Support -- Varying Amounts of Video Analysis Social Supports -- Whole Group -- Small Group -- Trios or Pairs -- Individual/Independent -- A Pedagogy of Video Reflection: Introducing Variable Responsibility in Video Analysis -- A Definition of Reflection -- An Example of Variable Responsibility in Video Analysis -- Overview of the First Night with Video Viewing Session -- First Night Context -- First Night Independent Reflection on Video of Teaching -- First Night Instructor/Whole Group Reflection on Video of Teaching -- Overview of the Fifth Night with Video Viewing Session -- Fifth Night Context and Independent Reflection on Video of Teaching -- Fifth Night Instructor/Whole Group Reflection on Video of Teaching -- Conclusion -- References -- A Video-Based Mentoring Tool for Cooperating Teachers Coaching Preservice Teachers: Supporting Reflection around Literacy P... -- The Use of Video in Teacher Preparation -- Theoretical Foundations -- Theoretical Background: The Coaching with CARE Model -- Experiential -- Reflective -- Appreciative -- Critical -- The Structure of the CARE Model Coaching Cycle -- The Pre-Conference -- The Observation -- The Post-Conference -- The Planning Conference -- The Evolution of RCA -- Retrospective Coaching Analysis -- The RCA Cycle -- Examples from Data: RCA in Action -- Appreciative Moments -- Learner-Focused Moments -- Disruptive Moments -- Generative Moments -- Challenges in RCA -- Interpretations -- C: Critical, Conscious Examinations of Beliefs and Practices -- A: Appreciative Stances -- R: Reflection -- E: Experiential Learning -- Moving Forward: Next Steps in Research and Practice -- References -- Zooming in and Out: Scaffolding the Use of Video for Inquiry and Reflection -- Theoretical Framework.

Setting the Scene: Literacy Practicum -- Zooming in on Our Practice -- Phase One: Site Visit - First Draft -- Phase Two: Video exchange - Second Draft -- Phase Three: Final Reflection - Taking Stock -- Zooming Out: Implications for Practice -- References -- APPENDIX -- Using Teaching Videos in the Adaptive Cycles of Teaching -- Theoretical Framework -- Design-Based Research -- Context -- Design Phase I -- Research Questions -- Participants -- Data Sources and Analysis -- Findings -- Group Comparison -- Teaching Videos: Reflection and Analysis -- Discussion -- Conclusion -- References -- APPENDIX: TEACHING FEEDBACK TEMPLATE -- Part II: Processes, Pragmatics, and Practices -- Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale -- Defining Reflection -- Case Studies of Pre-service Teachers -- Instructional Context -- Challenges for Pre-Service Teacher Educators and Supervisors -- Benefits and Value of Video-Reflection -- Cautionary Notes -- Intelligent Action - The Goal of Reflection -- Early Opportunities for Video Self-Reflection -- Sustained Focus on Reflective Practice -- Differentiated Videotape-Reflection -- Intern Responsibility for Learning -- References -- A Teacher's Inner Voice Mediated by a Video Observation and Discussion in the Context of Change in Literacy Practices -- Theoretical Perspectives -- Mediation -- Discourse -- Habitus -- Method -- Data Collection -- Data Analysis -- Results: Reflecting the Teacher's Ways of Being -- Discussion and Conclusion -- Notes -- References -- Spanning the Distance: Video Reflection as a Tool for Cultivating Literacy Coaches in Rural Contexts -- The Rural Literacy Coach Development Project -- Framework for Coaching in the Project Design -- Methods -- Literacy Coaching Participants -- Leticia -- Julie -- Teresa -- Professional Development Research Team -- Context -- Data Sources.

Data Analysis -- Findings -- The Importance of Face-to-Face Reflection -- Technology Frustrations -- Repurposing the Role of Video -- Conclusions -- References -- Video-Mediated Teacher Inquiry with Pre-Service English Teachers -- Literature Review -- Theoretical Framework -- Context -- Literature Methods Course -- Teacher Inquiry Course -- Field Experience Course -- Field Experience -- Participants -- Megan: Overview of Personal Background -- Donald: Overview of Personal Background -- Methods of Data Collection and Analysis -- Data Analysis -- Findings: Megan -- Megan's Teaching Context -- Megan's Multi-Day Teaching Unit (MDT) -- Megan's Video Tuning Session -- Megan's Teacher Inquiry Report -- Findings: Donald -- Donald's Teaching Context -- Donald's Multi-Day Teaching Unit (MDT) -- Donald's Video Tuning Session -- Donald's Teacher Inquiry Report -- Findings: Cross-Case Analysis -- Discussion -- Implications -- References -- A Three-Pronged Approach to Video Reflection: Preparing Literacy Teachers of the Future -- Theoretical Framework -- Literature Review -- Video Case-Study Reflections -- Video Self-Reflections -- Video Reflections with Peers -- Methods -- Setting and Participants -- Data Sources -- Video Case-Study Reflections -- Video Self-Reflections -- CPVA Reflections -- Data Organization -- Data Coding and Analysis -- Findings and Discussion -- Developing Depth of Pedagogical Ideas across Reflective Practices -- Identifying Problems -- Shifting Learning -- Transferring Learning to Multiple Contexts -- Developing Breadth of Pedagogical Ideas across Reflective Practices -- Broader Array of Ideas for a Specific Topic -- Broader Range of Topics -- Implications -- References -- Part III: Video in an Online World -- Pin it!: Maximizing the Benefits of Video Usage in a Preservice Teacher Classroom Using Pinterest -- Theoretical Framework.

Attraction Theory -- New Literacies -- Review of Literature -- Curriculum Design -- Challenges in Design -- Learning in Online Spaces -- Video Usage in Teacher Education -- Pinterest as a Medium for Collaborative Learning and Pedagogical Development -- Methods -- Data Collection and Analysis -- Findings -- Igniting Digital Serendipity -- Pinterest Critic in Relation to their Thinking -- Organizing and Nesting Knowledge -- Picky Pinning Researcher -- Expert Distributor of Knowledge -- Discussion/Conclusion -- References -- Capturing Quality Practice: Annotated Video-Based Portfolios and Graduate Students' Reflective Thinking -- Literature Review -- Portfolio Use in Teacher Education Programs -- Web-Based e-Portfolios -- Video-Based e-Portfolios -- Challenges Using Video-Based e-Portfolios -- Attitudes toward the Use of Video Evidence -- Conceptual Framework -- Our Story: The Creation of an Online Practicum Course -- Description of the Practicum Course -- In Search of Web-Based Tools -- Talking about Teaching during a Video Lesson -- Increased Feedback -- Lessons Learned during our Journey -- Importance of Managing Materials, Space, and Time -- Developing the Ability to Discern Patterns in Student Behavior -- The Impact of Teacher Talk and Habits -- Assumptions Guiding Talk about Practice during a Video -- Ways of Using Talk during a Video Lesson -- Conclusion -- References -- "I am Amazed at How Differently I See Things": Taking Ideas and Appropriating Language from Video Observations of Teaching -- Video Analysis in Teacher Education and Development -- Redesigning Reading Education Practicum -- Theoretical Framework and Research Questions -- Methods -- Findings -- Mirrors -- Windows -- Discussion and Implications -- Anticipate Challenges with Video -- Leverage Provocations/Disjunctures -- Refine Self-Evaluation Prompts -- Use Video as Mentor Text.

Conclusion.