ABSTRACT
Harper's reflection about analyzing three video-recorded lessons during her student teaching experience highlights how videos can be used to see how things look from the other side of the desk. Video cases have been used in teacher education to provide opportunities for teachers to take notice of interactions and events that were not easily observed while teaching and make connections between theory and practice. Sherin supports that video allows teacher candidates a window into teaching without the additional demands of being in the moment of complex classroom negotiations. Borko, Jacobs, Eiteljorg and Pittman examined the use of video in math teacher learning communities and found that participants reported that watching video from their colleagues helped them to learn new teaching techniques and better attend to students' thinking. This chapter presents an overview of key concepts discussed in the subsequent chapters of this book.
