A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create 'warranted assertabilities' about literacy teaching and learning

Reflection is a widely used pedagogy in teacher education. Although there is consensus that reflection is important for preservice teacher learning, the large corpus of empirical literature on reflection seems not to agree on what reflection is or how to support preservice teachers as they reflect. This study examined the moves made by a teacher educator as she facilitated video-mediated reflection with 15 preservice teachers. The findings describe those moves and how they helped the preservice teachers to create 'warranted assertabilities' about literacy teaching and learning. A framework for facilitating reflection is offered.