ABSTRACT
This chapter looks at the effect of a collaborative activity that manipulates a video discussion tool, namely "Vialogues," on teachers' depth of reflection, as indicated by a researcher-developed reflection classification scheme. Teachers who engage in self- and peer-evaluation within a collaborative culture that fosters trust, openness and support will more likely find the motivation to develop professionally. The primary source of data for this study was student-teachers' teaching evaluation papers which the participants wrote after they watched their videos and conducted video discussions with their colleagues. An extensive body of research in the field of teacher development and teacher education regard self-reflection as a necessary practice for good teaching. In the field of teacher education and teacher professional enhancement, researchers like Manouchehri point out that collaboration during reflection enhancing activities help increase professional knowledge of all individuals taking part in collaborative activity.
