ABSTRACT
This chapter aims to consider several fundamental elements of proficient video reflection communities for teacher educators to reflect upon as they develop or participate in their own Community of Practice. Within a Community of Practice, where teachers are apprenticing together there may also be unintended power differentials between the teachers in the community. Once the trust was built, teachers reflected more honestly about the teaching and learning episodes that were the focus of the reflection. As a group reflects together, the actual reflection that is developed becomes a collective reflection and no longer resides only within the individual. Using video in professional development can promote deeper discussions of teaching practices beyond what individual recollections can bring to teaching conversations and video facilitates teachers' reflective practice. Participating in Communities of Practice where video analysis is used as a tool to develop teachers' understanding has been shown to promote reflection and dialogue about teaching practices with both preservice and inservice teachers.
