ABSTRACT
In the last two decades, different types of video have been used in various contexts to promote teacher reflection on the complexity of classroom practice (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Santagata, 2009; Sherin & van Es, 2009; Wang & Hartley, 2003). In some studies, teachers watched and reflected on the practice of other teachers from published resources or teachers with whom they were not familiar (Hatch & Grossman, 2009; Santagata, 2009). Some video presented models of exemplary teaching for novices to emulate, while other video focused on classroom dilemmas or difficulties to stimulate reflection (Brophy, 2004). Observing other teachers’ classrooms provided an opportunity for teachers to learn about effective practice and reflect on their own teaching (Wang & Hartley, 2003).
