Exploring the Reflective Depth of Nonnative English Language Teachers through Employing Tripp and Rich’s (2012) Video Analysis Framework

While reflective practice is a cornerstone of teacher professional development, drawing on the findings of previous studies, it can be said that achieving depth in reflection, particularly for non-native English-speaking teachers, is still considered a challenge. This qualitative study investigated whether Tripp and Rich's (2012) video analysis framework could scaffold reflective depth for three Iranian non-native English-speaking teachers, and if so, how it accomplishes this. Data from interviews, recorded classroom sessions, and individual and group stimulated recall sessions were analyzed thematically to identify the themes within each of these sessions and interviews. The findings indicate that the structured steps of the video analysis framework (Notice, Describe, Explain, Act/Propose) effectively guided the Iranian non-native English-speaking teachers beyond superficial description toward pedagogical reflection and greater reflective depth. The participants regarded the use of this framework as a tool that empowers them to be critical observers who are constantly observing and evaluating their own classrooms. Despite all the positive aspects they mentioned regarding the use of this framework, these teachers also noted emotional and practical challenges. Therefore, it can be concluded that structured video analysis is a powerful tool for fostering teachers' evidence-based reflective depth, which is significant for the professional development of non-native speaking teachers. Teacher training program organizers can use the results of this research to enrich their courses.