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

Dolors Masats*, Melinda Dooly

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

66 Citations (Scopus)

Abstract

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.

Original languageAmerican English
Pages (from-to)1151-1162
Number of pages12
JournalTeaching and Teacher Education
Volume27
Issue number7
DOIs
Publication statusPublished - Oct 2011

Keywords

  • Media literacy
  • Project-based learning
  • Reflective teaching
  • Teacher education
  • Video technology

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