ABSTRACT
In this culminating chapter, the author returns to the nexus of theory and practice as articulated in the introduction, while noting the difficulties teachers face in finding moments to pause in their work. Drawing on previous work with multimodal/multimedia literacy using film, the author recounts the importance of reflection, as well as mentorship and connected networks of collegial interaction among middle school teachers. The chapter follows from a hermeneutic phenomenological study in which interviews and teacher-recorded reflections were used as central sources of data. Both barriers to reflection and breakthroughs as a result of reflection are shared as findings, as well as the dynamics of mentoring among teachers in the study, and in relationships that existed outside of the teacher networks included. The importance of collaboration and nurturing professional relationships is emphasized in light of the multitude of demands that teachers face in their instructional routines and additional responsibilities.
