Abstract Federal mandates for “highly qualified” teachers put the onus on teacher preparation programs to provide the most effective professional development experiences for their preservice, or novice, teachers. This ethnographic study looks at the ways in which reflective practice approaches may enhance the professional development of novice teachers, particularly when used as a supplement to traditional methods. Specifically, this study examines how the use of video-elicited reflection (VER) impacts the reflective communication of a group of novice teachers with their supervisor, as well as the effectiveness of the supervisor when working with these novice teachers, compared to traditional observation-based debriefing. Results indicate that VER not only encourages more reflective commentary on the part of the novice teacher in both depth and breadth, but that supervisor-novice teacher interactions are also enhanced when VER is included in preservice teacher professional development. Additional considerations are shared for using VER in various contexts, and suggestions for further research are discussed. |
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