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How Intern Teachers Use Classroom Video for Self-Reflection on Teaching

Abstract This article evaluates four teacher interns' abilities to use a multilevel reflection framework to connect theory and practice. The interns videotaped their lessons and used a four-level reflection approach to evaluate their teaching. The findings show that they used the evidence from classroom videos to reflect on critical events; however, they seemed to have difficulty explaining local theories in use. The implications for teacher educators' own reflective practices are considered.