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In response to the limitations of teachers a change in perspective. In
reflective practices, video recording that, they were able to distance them- The depth, quantity,
of lessons and reflection on these vid- selves from the lesson allowing a better and quality of the
eotaped lessons offers teachers a me- analysis of their actions. These findings
dium for reflection that is not possible support the idea that video may help reflection avoided a
through traditional means. The ability teachers better identify how they react natural progression of
to pause, stop, and rewind, coupled and respond in situations. traditional post-ob-
with the advantage of not depending The use of conferencing and interviews
upon memory, provides opportunity was present in each study as a means servation conferences
for more meaningful reflection and a of sharing reflection of practice with in which the conversa-
focus on specific aspects of the les- a mentor, researcher, administrator,
son, environment, and responses of or other observer. It was noted that tion shifts to the gen-
students (Tripp & Rich, 2012). video-based self-reflection maintained eral well-being of the
The use of video as a tool for reflection a focus on the lesson throughout the teacher.
is not as simple as recording a lesson conference. The depth, quantity, and
and providing a reflection of what is quality of the reflection avoided a perspective. These findings support the
observed. As Schon (1997) stated, natural progression of traditional post- research by Fives and Buehl (2014) who
reflection is not automatic. It requires observation conferences in which the propose a shift towards mismatching as
a scaffolding approach of guided and conversation shifts to the general well- the relationship between the observer
explicit recognition in order to uncover being of the teacher. and the teacher develops. They propose
dissonance with regards to teachers’ actions in which the observer adds
perceptions of the reality of what is Pre-Framing Reflection new information to reflect on in order to
occurring in the classroom. A second emerging theme from the encourage alternative approaches.
My analysis of the empirical studies research on video-based teacher self-
regarding the use of video as a tool reflection was the incorporation of prior Individual or Collaborative
for teacher self-reflection of personal professional development. Providing
teaching practice uncovered four prior framing regarding the purpose Reflection
themes to consider. The types of of the reflection allowed teachers to Participants in several of the reviewed
reflection tasks required, pre-framing reference specific moments in the studies reflected individually on their
of the reflection task, the guiding of recording. This resulted in teachers practice prior to conferencing. The
reflection, and the expectation of providing comments that were based findings from the studies concluded
individual or collaborative reflection. on observed evidence (Osipova et al., that engaging in guided reflection
2011). The focus on a specific area with their observer resulted in more
Reflection Tasks of instruction or practice established explicit noticing and improved reflection
Freeman (2002) stated that there prior to the video lesson reframes the on practice. Geiger, Muir and Lamb
(2015) offered findings of teachers who
is a reciprocal relationship between observation from one of an evaluative engaged with their peers in collaborative
articulation and reflection. He positioned nature to that of a professional growth reflection prior to a conference with
the belief that an individual needs the opportunity. the observer. In this study, the authors
words to articulate what one does. In all found that the process of engaging
of the reviewed studies, reflection tasks Mediated or Guided Reflection in collaborative reflection mitigated
were required during or immediately Existing research on reflective practice the need for guided reflection from an
following the viewing of the lesson. has established the positive impact observer. The teachers who engaged in
The required tasks included written of using guidance and prior framing collaborative review of the videotaped
reflections, interviews, conferences, as a lens for teachers to see specific lessons benefited not only from the
rating rubrics, questionnaires and aspects of their teaching (Tripp & advantages of video, but the collective
frameworks to consider. Rich, 2012) In each study, a review knowledge and collaborative feedback
In each of the studies it was argued of the findings indicated that the use of the pair. These findings support the
that the action of viewing the lesson of a coach or observer to guide or premise that thinking and knowledge is
and producing a written reflection mediate the reflection resulted in a more relative to the individual, in that people
outperformed the traditional practice of targeted reflection and consideration will think and know the same things
post observation conferencing. The au- of alternative teaching practices. As differently (Freeman, 2002).
thors noted that the teachers employed Osipova et al. (2011) demonstrated,
more explicit noticing of their practice. having coaching feedback allowed for Reflective Practice at
Their writings reflected specific and consideration of multiple perspectives. Chatham High School
detailed observations of personal prac- Impedovo and Chenaval-Armand (2016)
tice and student experience. All of the noted that the action of reflecting on Chatham High School offers educators
studies concluded that the integration the video to an observer provided the the opportunity to engage in video-
of video and written reflection allowed opportunity to externalize the teachers’ based reflective practice as part

Educational Viewpoints -80- Spring 2018