Rosaen, Lundeberg Cooper, Fritzen, Terpstra. “Noticing Noticing: How Does Investigation of Video Records Change How Teachers Reflect on their Experiences?” Journal of Teacher Education. 59 (2008): 347-360.
Scholars from Michigan State University found that video reflection results in an in-depth focus on students over teachers as compared to memory reflection which tends to skew toward more vague comments that primarily engage with the teacher rather than students. Video reflection allows teachers to slow down and analyze dialogue rather than the feelings that are primarily analyzed in memory reflection. Video reflection also encourages the dialogic model of learning which promotes analysis, reflection, and critical thinking.
