The authors describe a video-enhanced process for promoting teachers' transformative learning. The non-linear process includes awareness, immersive reflection, and dialogue. The desired result would be holistic change that can be evidenced through change in teaching practice. The article provides a rationale, theoretical support, and some selected…

For decades teacher educators have used video to support developing preservice teachers, but new technologies open the possibility of a much more dynamic and real-time use for video of teaching. This article describes an initial attempt to leverage these technologies to develop a teacher learning community focused on evidence-based arguments about…

Contemporary changes in pedagogy point to the need for a higher level of video production value in most classroom video, replacing the default video protocol of an unattended camera in the back of the classroom. The rich and complex environment of today's classroom can be captured more fully using the higher level, but still easily manageable,…