Insights into Inservice Teachers’ Video-Facilitated Reflection of Literacy Practices

Abstract Purpose This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy. Methodology/approach The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development. Findings From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers. Research limitations/implications The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers. Practical implications The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals. Originality/value This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.