Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

Abstract

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.