Integrating Video into Pre-Service and In-Service Teacher Training

This volume consists of 14 essays by educators from Europe, the US, and Brazil, who examine the use of class video recordings in pre-service and in-service teacher training. They address teacher professionalism aspects, including the uses of video for teacher reflection, to involve students in discussion with the teacher and university professor, and to record didactic practices, as well as the design of a collaborative video learning lab. They discuss videos in math and history teaching; video analysis and self-assessment; and the processes and techniques of video making, such as incorporation into social networking sites, uses in an expertise-based training program, and video production.

Visual learning is fundamental to the education process in the twenty-first century, and this title provides a comprehensive overview of the use of video for teaching the teacher. Edited by Pier Rossi and Laura Fedeli, educational practitioners and researchers have contributed to this professional development source. This volume is part of the Advances in Higher Education and Professional Development (AHEPD) Book Series which is a conduit for researchers and academics to publish their research in areas of curriculum design, higher education, pedagogy, and professional development.
The valuable “Detailed Table of Contents” provides a paragraph presenting the subject area of each of the 14 chapters. Chapters include case studies, methodologies, and theories. Chapters open with an abstract and introductory information. Contributors present the research on using video to modify classroom teaching and studies have interviews, black-and-white figures, solutions, and conclusions. References and notes complete chapter content. The back matter is standard, with a lengthy "Compilation of References" which will extend areas of study.
In using film to teach, the intent of experimenting and observing is to build individual classroom teaching models for best student learning experiences in the classroom. Additionally, chapters address social networking sites for open learning and the nuts and bolts of filming for both the novice and expert.
This text provides research documentation for film creation leading to improved teaching methods. The information will be best utilized by “teachers of the teachers,” pre-service and in-service teachers looking to improve their style, and administrators investigating options in professional development.