Video-Mediated Teacher Inquiry with Pre-Service English Teachers

Abstract

Purpose

To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Methodology/approach

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

Findings

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

Practical implications

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.

Citation

Rish, R.M. and Slocum, A. (2015), "Video-Mediated Teacher Inquiry with Pre-Service English Teachers", Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (Literacy Research, Practice and Evaluation, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 211-233. https://doi.org/10.1108/S2048-045820150000005017