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Video use in teacher education: a survey of teacher-educators’ practices across disciplines

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Abstract

Video methods utilize tenets of high quality teacher education and support education students’ learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in their teacher education courses along with the specific uses of video. Further, multilevel multivariate analyses identified what factors impacted these uses. Findings included that many teacher-educators underused video in their teacher education courses, and typically used only one type of video in each course. Any type of video use was significantly related to teacher-educator, course, and discipline-area factors, and interactions amongst these. Specific types of video use were significantly related to institutional-demographic, teacher-educator, support, course, discipline-area factors, and interactions amongst these. Implications for increasing video use and breadth of types of video uses in teacher education are discussed.

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Authors and Affiliations

  1. Wayne State University, 279 Education Building, Detroit, MI, 48202, USA

    Poonam Arya

  2. Oakland University, Rochester, MI, USA

    Tanya Christ

  3. Purdue University, West Lafayette, IN, USA

    Ming Ming Chiu

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  1. Poonam Arya
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  2. Tanya Christ
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  3. Ming Ming Chiu
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Correspondence to Poonam Arya.

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Arya, P., Christ, T. & Chiu, M.M. Video use in teacher education: a survey of teacher-educators’ practices across disciplines. J Comput High Educ 28, 261–300 (2016). https://doi.org/10.1007/s12528-016-9116-y

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  • DOI: https://doi.org/10.1007/s12528-016-9116-y

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