Video use in teacher education can improve teacher/student learning, but teacher educators' extent/uses of video, or what supports or hinders their uses, have not been documented. This study explores these issues. 208 teacher educators’' survey responses regarding their practices across 977 teacher-education courses during one academic year were analyzed using multilevel, multivariate outcome analyses to identify relations between explanatory variables (institutional supports or barriers, teacher-educator characteristics, course attributes, educator beliefs, and video properties) and types of video uses (self-reflection, peer discussion, professor-led discussion, case studies, and multimedia). Findings show often infrequent/unvaried use of video. More frequent/varies video methods are needed. Copyright © 2016 Elsevier Ltd. All rights reserved.
CitationChrist, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35.
- Video technology
- Teacher education
- Teaching method