Laura Baecher

Currently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.

Currently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.

Harness the power of video to promote reflective practice and teacher growth Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes guidance on how to get started and how to engage in nonjudgmental and descriptive analysisscaffolding to counter anxiety and resistance, and to cultivate a growth mindset.chapters on specific contexts including developmental, evaluative, and problems of practice.guidance for observation in specific grade bands and for specific student populations.templates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions. Drawing on broad evidence of the impact of video on teaching, this is the guide for maximizing this powerful form of professional learning.

Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher’s point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.

Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher’s point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.