This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers' written reflections as a…

The authors describe the generative process for using video editing for teachers' professional development. The article provides a rationale, a theoretical framework, and a critical review of the authors' work over the past five years.