Title

Video As Text Of Teaching: Toward More Deliberate Literacy Field Experience Supervision

Abstract

In this article, we theoretically explore how the deliberate use of video during literacy field experiences creates a text that can be read by triad members and can ameliorate the problem of relying on memory to engage in reflective conversations about literacy teaching and learning. The use of video, tools, and interactions with knowledgeable others to facilitate the reflection process is discussed. We also write about the ways video can be used within the triad model of supervision to develop the pedagogical content knowledge of prospective teachers, inservice teachers, and university supervisors.

Publication Date

1-2-2017

Publication Title

Teacher Educator

Volume

52

Issue

1

Number of Pages

57-74

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/08878730.2016.1247203

Socpus ID

85013052790 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85013052790

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