Affiliation:
1. George Mason University, USA
Abstract
In this chapter, interactive video coding is explored as a tool to guide deep reflections and development of professional learning knowledge in a hybrid online class designed for candidates in a graduate program for specialized literacy professionals. This chapter focuses on reflective interactions between candidates as they learn to develop and deliver effective literacy professional learning as described in Standards 6 and 7. Findings demonstrate the effectiveness of video coding tools to facilitate realistic application of course material in authentic school contexts while maintaining a safe and supportive learning environment for candidates to gain experience and confidence.