Rethinking the use of video in teacher education: A holistic approach

Publication year: 2011
Source: Teaching and Teacher Education, In Press, Corrected Proof, Available online 12 June 2011

Dolors, Masats , Melinda, Dooly

Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies helped develop a four-pronged holistic proposal that places student-teachers in the role of both teacher and learner allowing the co-construction of teaching knowledge and the acquisition of digital competences and media literacy. This article outlines the pedagogical scheme and provides qualified evidence that supports arguments for its basis.

 Highlights: ► Video-based, experiential learning in teacher education promotes self-reflection. ► A multiple-scheme use of video in teacher education promotes deeper subject knowledge. ► Videos in teacher education heighten attention of underlying classroom interaction. ► An integrative model of video use covers diverse learning objectives and competences.