Three Durable Practices for Approaching Video as a Reflective Tool: From Siloed to Connected Cultures in Educator Preparation

Abstract

Purpose

University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Methodology/approach

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Findings

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Practical implications

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

Citation

Córdova, R.A., Taylor, A., Whitacre, M., Singer, N., Cummings, K. and Koscielski, S. (2015), "Three Durable Practices for Approaching Video as a Reflective Tool: From Siloed to Connected Cultures in Educator Preparation", Video Research in Disciplinary Literacies (Literacy Research, Practice and Evaluation, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 167-188. https://doi.org/10.1108/S2048-045820150000006009