Video-mediated teacher inquiry with pre-service english teachers

Purpose-To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP)-a teacher education pedagogy we are calling video-mediated teacher inquiry. Methodology/approach-Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question ofhow video-mediated teacher inquiry supports the appropriation ofteaching tools (i.e., classroom discussion) in a teacher education program. Findings-The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation ofthe pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project. Practical implications-The use of video cases of teachers' own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.