ABSTRACT
The rapid proliferation of inexpensive and fast video technologies, as well as the widening availability of video-based case studies, has made possible a variety of new and different activities in preservice teacher education. The incorporation of video technology in preservice teacher education affords a number of pedagogical advantages. For example, although teachers completing field-observation experiences typically do so alone or with one or two other classmates, limiting the opportunity for whole class discussions of these experiences, the use of video may enable an entire class to witness the same full-length lesson and engage in a full discussion. Videos provide the additional benefit of enabling preservice teachers to witness a wider range of teachers, students, settings, pedagogies, and content than a typical field experience might. Preservice teachers may also benefit from videotaping their own field-placement classrooms and lessons, enabling them to notice things they may have missed when their attention was focused elsewhere. In recent years, teacher educators have been quick to incorporate video into their program curricula, taking advantage of its many possible uses.
