%is article reports research concerning the effective use of video editing to he4 cultivate novice teachers' reflective practice. Ihe study reported here is part of is larger body of research on video-enhanced teacher reflection. For this study, we useda qualitative research design to examine two guided reflection activities for two groups of novice teachers. lhe first group debriefed with a teacher educator immediately after teaching their lesson. Bey hter wrote about critical incidents that occurred during their teaching. lhe secondgroup had no debrie$ng, but the participants were asked to capture their lessons on digital video, edit their video for two critical incidents, and reflect on the incidents in written form using the same rubric as thef;rst group. Given that both groups used the same reJEection guide, we found that students who developed video vignettesproduced longer and more mult@ceted reflections. We found inaplirations of these results to be an important step toward facilitating novice teachersJ development. (K9worak Digital video editing, teachersJprojissionaZ developmenk video reflection)

This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.

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