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Video Technology as a Support for Teacher Education Reform
Article

, , University of Nevada, Las Vegas, United States

Journal of Technology and Teacher Education Volume 11, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This review explores the relationship between video-technology and teacher education reform. Important changes in teacher education are reviewed and the ways in which video-technology can provide support for these changes are identified. Next, the specific application of video-technology in supporting preservice teachers to transform their beliefs, acquire pedagogical content knowledge, and develop pedagogical understanding of learners is discussed. The review suggests that video technology has the potential to expose preservice teachers to rich and diverse teaching situations and create flexible ways of representing and connecting information on teaching for the purposes of teacher education. However, its effectiveness is more often assumed than carefully documented. This can be explained by the conceptual ambiguity of what counts as the effects of video-technology on teacher learning as well as the methodological complexity of measuring these effects.

Citation

Wang, J. & Hartley, K. (2003). Video Technology as a Support for Teacher Education Reform. Journal of Technology and Teacher Education, 11(1), 105-138. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 19, 2019 from .

Keywords

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