In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…

Teacher educators are expected to provide preservice special education teachers with extensive knowledge about a variety of topics as well as allowing candidates a chance to engage in higher-level thinking about content. Today, some teacher educators are thinking "outside the box" when it comes to instructional delivery by moving beyond…

This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group…

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…

The purpose of this study was to explore a university-based supervision process for consultants-in-training (CITs) engaged in a preservice level consultation course with applied practicum experience. The study was approached from a constructivist worldview using a grounded theory methodology. Data consisted of supervision session transcripts,…

In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how"…

Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of…

Background/Context: This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study: In particular, we aimed to support the development of…

This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video-recorded role playing to simulate classroom memoirs. Each group shared their video cases and interpretations in a class presentation. Qualitative data…

Introduction: The development of video-conference and WebCT technology offers new possibilities for the education of pre-service teachers; opportunities that are only just beginning to be touched on. In this exploratory article, we investigate the opportunities for reflection that technology afforded three pre-service teachers in Canada as they a…

This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case…

This study investigated the application of an online videocase discussion community into fostering preservice and inservice EFL (English as a foreign language) teachers' professional development in Taiwan. This investigation further revealed the nature and development of discussion discourse and the participating teachers' perceptions of this…

The authors describe the generative process for using video editing for teachers' professional development. The article provides a rationale, a theoretical framework, and a critical review of the authors' work over the past five years.

The use of reflection and analysis in preparation of elementary and secondary preservice teachers has become a standard practice aimed at helping them develop the capacity to engage in intentional and systematic investigation of their practice. Editing video may be a more powerful tool than writing reflections based on memory to help preservice…

This article calls for renewed emphasis on the use of on-campus microteaching to facilitate simultaneously preservice teachers' performance of effective teaching skills and their capability to reflect meaningfully on their emergent teaching actions. In making a case for greater focus on the implementation of microteaching in preservice teacher…