Abstract
This chapter examines the role that video has played since its introduction to teacher education in the 1960s. The chapter first reviews several leading innovations that have been popular across the last forty years. I then argue that in the past, teacher education has not always capitalized on the features of video that make it particularly useful for teachers. To address this issue, I introduce three affordances of video that should be considered when designing video-based activities for teachers. To conclude, I point to several programs that leverage these affordances and that I recommend we investigate for the future.
| Original language | English (US) |
|---|---|
| Title of host publication | Using Video in Teacher Education |
| Publisher | JAI Press |
| Pages | 1-27 |
| Number of pages | 27 |
| ISBN (Print) | 0762310480, 9780762310487 |
| DOIs | |
| State | Published - 2003 |
Publication series
| Name | Advances in Research on Teaching |
|---|---|
| Volume | 10 |
| ISSN (Print) | 1479-3687 |
Funding
The research reported in this paper was conducted under a grant from the National Science Foundation and from a grant by Northwestern University. I would like to thank David Berliner, Jere Brophy, Allan Collins, Bruce Sherin, and Elizabeth van Es for their thoughtful comments, and Sandra Han for her extensive research assistance.
ASJC Scopus subject areas
- Education