ABSTRACT
In this chapter, the authors aim to ask preservice teachers to critically think about times when they were asked to reflect on their own learning and teaching. They also aim to create a space where teacher educators and preservice teachers can collaboratively consider how the teaching of reflection as a construct is gradually released across their program. Developing preservice teachers who independently reflect on video is key given the current landscape of teacher certification. Scaffolding preservice teachers early in the processes of video reflection can orient them to focusing on student learning and how the teacher's practices seen in the video are impacting that learning. The authors wonder how they should teach the construct of reflection cohesively and coherently across their teacher education program, so that their preservice teachers were prepared for more complex teaching situations, like field-based practicums and student teaching.
